Many years ago, I was giving bar mitzvah lessons to Jesse, a very intelligent young man with learning differences. When he heard that I would soon begin teaching one of his classmates, as well, he told me, “You will need to teach Jon differently than you teach me. I am good with transliterating the Hebrew as I hear it, but Jon will need you to sing it and hear the different musical sequences.” What a gift Jesse was giving me a teaching strategy for working with my new student and an insight into his wonderful school for children with learning differences. It seems his school helped make students’ learning styles and differences explicit to the point that a student could understand not only his own learning style, but those of his classmates as well.

There is extensive literature on learning profiles and differentiated education. In an Edutopia article entitled “How Learning Profiles Can Strengthen Your Teaching” (August 13, 2014), education consultant John McCarthy argues, “We can start using learning profiles when we know the various ways that each of our students makes sense of content. The more we understand our students, the more efficiently we can ensure their learning successes. When we have in-depth understanding for how our students learn, there is a major impact on diagnosing student needs and planning effective supports.”

I have reflected on my experience with Jesse in my ongoing work both as a teacher and as the director of inclusion and disabilities programs at Camp Ramah in New England and throughout the Ramah camping system. I would extend McCarthy’s point about learning profiles to include temperament and behavioral styles. How can educators in any setting utilize their understanding of student learning, behavioral, and temperamental styles in their work with students and campers?

McCarthy and Jesse teach us the value of enabling students to understand the way fellow students learn and experience the world. In a classroom setting, this information is valuable in grouping students as they work together on assignments and presentations. In a less formal setting, such as a youth group or camp, the same is true. We may assign kids to Jewish electives, color war teams, amusement park groups, or tefillah groups based on their “profiles.”

Similarly, we should consider learning, behavioral, and temperamental styles when we consider class and group bunk composition. Each classroom and each bunk requires a balance of leadership styles (go-getters, quiet leaders, organizers), interests and preferences (sports, arts, academics, music), and behavioral styles (calm and passive; initiative takers; etc.). In a classroom, gender balance also matters. We should strive to group students and campers in a way that will maximize their ability to complement each other. Our students and campers will figure out the wonderful qualities their classmates and bunkmates have to offer. They will similarly come to learn and accept their shortcomings. Students and campers will “draw out” the fine qualities of their follow travelers and in return, they will be “drawn out” themselves.

This general observation and principle applies equally to neurotypical settings, disability programs, and inclusive settings. In my work with the Tikvah Program at Camp Ramah in New England, a 45-year-old overnight camping program for campers ages 13 to 18 with a range of disabilities including intellectual disabilities, autism, and cerebral palsy I get creative when it comes to bunking and otherwise grouping the campers. Some are shy and introverted; some have social skills deficits; some are nonverbal; others are gregarious and love to socialize. Some move effortlessly and some have mobility issues. We don’t necessarily bunk or otherwise group campers by age or diagnosis; rather, we recognize that campers complement each other and bring out qualities in fellow campers that are otherwise often hidden. And many seem to have the same uncanny ability as my student Jesse for noticing what others need.

Jeff, a member of our vocational training program who sometimes has difficulties modulating his behaviors, spontaneously seeks out David, a blind camper who uses a walking stick, and leads him to his various activities. In the process, David initiates conversation and keeps Jeff calm and focused. And Bryce, a physically strong young man with Down syndrome who wears hearing aids and is nonverbal, instinctively notices that Sarah is in a wheelchair and needs help being pushed to activities. While both are nonverbal, they communicate and smile the whole way to the next activity.

The same complementarity is evident in our inclusion program. In our typical camp divisions, we proudly include in all aspects of bunk and divisional life 15 campers ages 9 to 16 with a range of disabilities. We don’t initially tell campers they will have a bunkmate with such invisible disabilities as autism spectrum disorder, social skills deficits, or language processing issues. Yet, because campers are quite astute, they naturally pick up on other campers’ strengths, weaknesses, and needs. As the summer progresses, we sometimes facilitate bunk meetings to address a range of camper and bunk issues. While the meeting might initially start off addressing a certain camper’s “annoying

behavior” (for example, his stuff spreading all over the bunk, or her constant repeating, interrupting, or touching), the discussion quickly turns to other campers in the bunk and to things that are difficult for each camper. Campers are often amazing in their ability to look inward and describe their own weaknesses and need as well as their strengths. Ultimately, such discussions unify the bunk.

Admittedly, such conversations are not easy, and we have a responsibility to protect and respect confidentiality and the dignity of each camper. We are always careful in what we do or don’t disclose about a particular camper. Yet, because fellow students and campers already intuit differences, such discussions usually help validate their hunch and therefore help them be more compassionate and supportive.

Next time you are trying to figure out how to group students or campers, or are processing a difficult situation, remember Jesse’s insight think about each child’s unique profile and style and use it to bring the group together into a more unified, cohesive community.

Howard Blas has been the director of the Tikvah Program at Camp Ramah in New England for 15 years. The overnight camp program provides camping and vocational experiences for adolescents and young adults with special needs. He is also a consultant on special-needs camping programs for the National Ramah Commission, and he is the newly appointed director of the National Ramah Tikvah Network. Howard also serves as a teacher of Jewish studies and bar/bat mitzvah to students with a range of special needs and “special circumstances.” He holds master’s degrees in both social work (Columbia University) and special education (Bank Street College of Education).

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The Original Article

  • After three years, the camp director has finally trained the 800 campers to “quiet down” in the chadar ochel (dining room) when he puts his hand in the air. One day, a young man with Down Syndrome grabs the microphone from the director and starts singing a version of “Shalom Rav.” The room erupts in laughter.
  • The head of the agam (lake) blows the whistle and announces into her megaphone, “Everybody out – swimming is over – lake is closed!” Everyone leaves the lake – except for a 14-year-old camper with autism. He is having such a good time that he refuses to leave.
  • It is Friday night and the scholar-in-residence is teaching a staff class to which members of the vocational training program are invited. The most engaged participant is a 25-year-old man with Aspergers. He is so enthusiastic that he keeps interrupting the rabbi with questions and comments.

What are the camp director, head of waterfront, and camp rabbi to do in such situations? Where can they turn for guidance and advice?

Now, thanks to the new Inclusion Training Guide for Jewish Summer Camps, a co-branded project of the Ramah Camping Movement and the Foundation for Jewish Camp (FJC), navigating these situations and similar ones just got easier. The guide became available in May 2015 – in time for the upcoming camping season – for use by everyone in the camping world and beyond.

Here are some ways directors, counselors, department heads, camp rabbis, infirmary staff and others could use the new guide to handle such real-life situations likely to arise at camp. Consider these responses:

  • The director smiles, waits patiently, and joins the camper with Down Syndrome in song – followed by the entire chadar ochel. A counselor in the disabilities inclusion program seamlessly walks up to the front of the dining room and takes the camper to the side to discuss the matter. Counselors from the disabilities program are invited to read a bedtime story and facilitate a discussion in camper bunks to discuss the strengths, weaknesses, and unique needs we all have.
  • The waterfront head is worried about safety at the lake when one person doesn’t follow the rules. The inclusion specialist explains that people with autism are often rigid, have a hard time with transitions, and need frequent reminders of the time remaining. Next time, the waterfront head offers a five-minute warning.
  • The scholar-in-residence doesn’t want to be “mean” and allows the young man with Aspergers to offer his comments. The inclusion specialist works with the rabbi to remind the young man that other people in the class also have valuable perspectives and comments to share. They work out a “deal” where he can offer two comments per class.

Nearly two years ago, just before staff week for the rapidly approaching camp season, I turned to my colleague Lisa Tobin, Director of Disabilities Initiatives at FJC, and asked her if she was aware of any materials for training staff members of inclusion and disability camping programs at Jewish summer camps. Although I had been the director of such a program, the Tikvah Program at Camp Ramah in New England, for fifteen years and had been working in the field of disabilities camping for nearly twenty years, I had not come across any written resources for training and supporting staff. I wondered if perhaps FJC was aware of any such materials.

Lisa began reaching out to colleagues in Jewish camps – across movements, organizations, and geographic regions – and learned that such a training guide did not exist and was badly needed. Colleagues longed for a “soup-to-nuts” guide. FJC secured some generous initial funding from UJA-Federation of New York-Neshamot Fund, and a co-branded partnership between the Ramah Camping Movement and the Foundation for Jewish Camp was born.

This past year, Lisa and I have been writing original content and also collecting and compiling intake forms, templates, mission statements, job descriptions, sensitivity training materials, descriptions of various camp programs, and all kinds of practical guidance and more to be used by counselors, inclusion specialists, camp directors, intake coordinators, camper care specialists, and others. Our project team at Ramah included Tali Cohen, Director of Tikvah Vocational Services at Ramah New England, and Orlee Krass, National Ramah Tikvah Coordinator.

It is our hope that this resource guide will grow, evolve, and be updated regularly. It may grow to one day include training videos, chat rooms, an “ask the expert” section, and a listing of professionals in the field.

Ramah is proud to participate in this project and share its 45 years of experience in the field of disabilities camping. In 1970, visionary special education teachers Herb and Barbara Greenberg took the first steps toward achieving their vision of including children with a range of disabilities in a typical Jewish summer camp. Despite resistance and naysayers who were worried about the cost, lowering the level of Hebrew in Ramah camps, and “normal” campers leaving the camp, their pioneering efforts at Ramah have led to a philosophy of inclusion throughout the Ramah movement such that every residential and day camp in the Ramah network now serves campers with disabilities.

Two new Tikvah programs at Ramah Darom and Ramah Poconos will come to life in the next two years so that as of 2016, all eight Ramah overnight camps will have programs open to hundreds of campers with disabilities, serving Jewish families across the entire North American continent.

Tikvah programs include a wide array of camping opportunities, including targeted programs for specific populations, family programs and retreats for families with children with disabilities, Israel programs, and a growing initiative in vocational education whereby Tikvah alumni come back to camp as young adults to learn job skills and work in neighboring communities while enjoying the socialization and Jewish experiences of camp life.

Ramah strives to continue to innovate and to identify new ways of collaborating with our colleagues in the field of disabilities camping. As I write this, National Ramah is holding its annual spring leadership training program that for the third year in a row includes a specialized track for staff members who work with campers with disabilities and participants in vocational training programs. Of the 21 participants this year, two-thirds are from camps outside the Ramah movement. The new Inclusion Training Guide for Jewish Summer Camps represents yet another important step forward in the critical work of including young people with disabilities in Jewish camping.

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Original Article Published On The Jewish Telegraphic Agency

(JTA) — Can Yishai Oliel become Israel’s version of tennis champion Novak Djokovic?

London businessman David Coffer is hoping the Ramle teenager can someday join such heady company — and he’s backing up his dream with the funding to groom the hard-hitting lefty for stardom.

Oliel is the most promising member of the David Squad, a small group of young Israeli tennis players that Coffer finances and manages along with his wife, Ruth, and three children. It picks the nation’s most talented up-and-comers — the five members now range in age from 12 to 16 — who Coffer hopes will soon become household names.

The squad is committed to “developing Israeli tennis players of the highest international standards,” according to its website. Since its launch in 2005, Coffer, the chairman of a real estate advisory firm and owner of the popular Tuttons and Dirty Martini restaurant and bars in London, estimates he has financed 100 children and teenagers.

Coffer, 67, is quick to note that the name “is not a reference to me but to King David, the greatest hero of Israel’s history!”

Djokovic, the Serbian ranked No. 1 in the world, personifies Coffer’s hopes for Israeli tennis: Win lots of Grand Slam titles and woo fans for your country. Coffer dreams of the day when one of his precocious players succeeds on an international level.

“Imagine 8 million Israeli citizens glued to their TV sets and not moving until the final game of Wimbledon is over,” he says. “It would mean so much to have a champion — we will cry with joy.”

Israeli players such as Dudi Sela, Andy Ram, Shahar Peer and Julia Glushko have enjoyed some success on the international level — Ram and Yoni Erlich teamed to win the Australian Open doubles title several years ago — but have never approached the top of the world rankings in singles. Israel was shut out in its latest Davis Cup match this year.

Oliel provides some optimism. The long-haired 15-year-old has made his mark already by twice winning the prestigious Junior Orange Bowl tournament in Florida — only the ninth player in the competition’s 70-year history to accomplish the feat.

“Yishai has amazing grace and timing and hates to lose,” Coffer says.

He recalls when Oliel was 11 and playing a tournament in Andalusia in 110-degree weather. The boy was on the verge of being shut out in straight sets.

“We encouraged him to take a rest,” Coffer says, “but Yishai cried ‘I am staying’ and ended up winning one game in the third set.”

Such tenacity, Coffer hopes, will win a Grand Slam championship — the French Open, U.S. Open, Wimbledon or Australian Open.

Along with developing champions on the court, the David Squad also aims to create a good name for Israel, says its managing director and head coach, Andy Zingman, a former Argentine tennis player, “all without political involvement.”

“This can be an important technique to change perceptions,” Zingman says.

David Coffer, in black hat, at ceremony in Raanana honoring him and son Adam, third from left, for 10 years of service to Israeli tennis, April 2015. (Courtesy of the David Squad)

Coffer’s son Adam points out that countries today curry favor through sports, as they have for many years. He points to Djokovic.

“If you stopped someone in the streets 10 years ago, most people would say that it was a country of wars and murder,” the younger Coffer says. “Today, thanks to Novak, half the people will say that the Serbs are nice, athletic, smiling people.”

David Coffer says Oliel, the son of Moroccan Jews, has similar attributes.

“People may warm to Yishai — to his smile, to his talent,” he said. “We could win friends. So we are here to find talent and nurture it.

The squad mostly trains in Raanana with such top coaches as Tzipora Oblizer, formerly one of the world’s top 75 players, Dedi Jacob and Eyal Omid. Jan Pochter, who has tutored Israeli national teams and is a veteran of international tennis, serves as Oliel’s primary coach.

Oliel is joined on the squad by May Kimhi and Keren Rozen, both 16; Roi Ginat, 14; and Yair Sarouk, 12. They make occasional training trips to such destinations as South Florida and Spain to train with extended members of the David Squad family, including former pros Aaron Krickstein and Manuel Santana.

“My father could afford to put them up in a hotel,” Adam Coffer says, “but we all stay together in our home,” referring to Spain and Florida. “They spend time together, feed off each other, pick each other up and share in the glory — you can’t put a price on that.” And the older athletes, like Oliel, mentor the younger ones.

The David Squad family, as the elder Coffer calls it, “is very warm and supportive.”

Being part of the squad requires commitment by the players and their parents, who must abide by a strict code of ethics: play to win, play fair, respect yourself — and, most important, Coffer says, “respect your parents,” who don’t join their children on trips around the world.

Coffer attributes his love of Israel and sports to his parents.

“My father was an ardent Zionist,” he says. “I remember him trying to raise money in those days for armaments. He always loved Israel and sports, and he gave his four sons the opportunity to play all sports — I played college level tennis.”

Coffer remembers visiting Israel for the first time at the age of 20. And he has brought his own family to Israel on many occasions. From the first visit, he says, “I loved Israel. It stood for all Jews — for spirit, defiance and progress. It made me feel good.”

Israel does have other tennis programs for young people. The Israel Tennis Center, for one, is a grassroots effort of 14 centers designed to grow the sport in Israel across religious and socioeconomic lines, often working with at-risk youth. The David Squad approach is more targeted.

“We identify the best possible players in Israel, with the greatest potential, at any age,” Adam Coffer says. “Our sole intention is to produce international level players capable of competing for Grand Slams.”

Danny Gelley, CEO of the the Israel Tennis Center, says, “Every center has a competitive tennis program for juniors, but we can’t afford to do individual coaching. Our whole budget is a fraction of what [Coffer] spends.”

Gelley adds that Coffer “is very independent and we have little relationship with him.”

Adam Coffer stresses his organization’s independence and echoes Galley’s assessment.

“We have very little involvement with the Israel Tennis Association or the Israel Tennis Centers,” he said. “We expect our kids, who are the best in Israel, to be entitled to the same contributions, if provided, by the ITA, as other players.

While Israel tennis stakeholders may differ in organizational mandate, approach and funding, all stand united in their desire for the day when Israel will produce world-class tennis talent.

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Original Article Published On The New York Jewish Week

On a recent visit to a Pikud HaOref, Home Front Command base in Ramle, 14 miles southeast of Tel Aviv, a soldier tells me a very animated story about his role in Operation Protective Edge, Israel’s military operation in Gaza: My job was to copy the papers for our soldiers to drop from planes over Gaza this summer! The soldier, in uniform with his bright orange beret on his shoulder, happens to have Down Syndrome.

He is very excited about his job in the base print shop. Another soldier with a visible disability proudly recounts the visit to the base the previous day by IDF Chief of Staff, Benny Ganz. We saluted him and gave him a present olive oil that we made on the base!

Twenty five other soldiers with disabilities perform similarly important jobs each day on the base. If Tiran Attia and other visionaries have their way, Tzahal, or the IDF (Israel Defense Forces), may become a “game changer” in Israel for inclusion and for shaping attitudes about people with disabilities.

Tiran Attia, who served for 30 years in the IDF and was a commander of Sar-El, the IDF National Project for Volunteers, serves as head manager of Yad Layeled HaMeuchad (Lend a Hand to a Special Child), an amuta (non-profit organization) which consists of two programs, Magshimim Chalom Fulfilling a Dream and Shaveh Madim-Equal in Uniform.

I have had the privilege of visiting two such army bases during recent trips to Israel the home front command base in Ramle, and a logistics base near Kiryat Malachi. During our tour, Attia takes me to visit soldiers from the program at various job sites including the supply room, dining room and print shop. Attia emphasizes several times during our visit, It should be noted that in Israel, army service is the gateway to successful integration into society and the work force. The nearby Chevrat Chashmal (electric company) already employs 260 workers with special needs.”

The program is already impacting the other soldiers through what Attia describes as “the ripple effect. Other soldiers on the base think less of their own problems, they think of the soldiers with disabilities as role models, and discipline problems on the base have gone down.

Arianna Goldsmith, an American olah (immigrant to Israel) works with the soldiers with disabilities as her army service: The other soldiers see these soldiers come to work and it teaches them, it changes their attitudes.

Tiran, who admits to being skeptical of the program at first, notes, One mother of a soldier in our program told me, You have made a miracle! Tiran was injured during the Second Lebanon War and was visited in the hospital by people with disabilities. I saw the love and sympathy they gave to the injured soldiers and I realized they have so much to give so I started to advocate for them to join the program.

The program was founded to enable youth with disabilities to realize their dream and serve in the IDF like most young Israelis, for whom service in the IDF is a normal part of life in the years between high school and college. At the same time, the program promotes a more inclusive society and fosters the attitude that people with disabilities can more fully participate in and contribute to society.

I share with Attia our 45 years of experience successfully including campers with disabilities in our eight Ramah overnight camps and three day camps in the United States and Canada. And I stress how both anecdotally and through research, we know that inclusion benefits everyone. For example, a 2013 study, The Impact of Ramah Programs for Children, Teens, and Young Adults with Disabilities: A Strategic Planning Survey of Special Needs Education Professionals, Ramah Special Needs Staff, Staff Alumni and Parents, conducted by Dr. Ezra Kopelowitz, shows quite clearly that “Staff and camper alumni who had contact with a Ramah special needs program report major impact on their personal and professional lives. At Ramah, this happens on a massive scale, as each summer, 7,500 campers-some in each camp with both visible and invisible disabilities–and over 2,500 university aged staff members, populate our camps.

Attia and his colleagues don’t need to be convince and they see the potential for inclusion and shaping of attitudes on a massive scale. Yossi Kahana, Director of Development for Aleh Negev-USA and co-founder of the program, believes strongly that If every soldier in the IDF has the opportunity to work side by side with people with disabilities, the potential to change attitudes in Israeli society is tremendous. Kahana now has a personal as well as a professional connection to disabilities. “I’m the father of a child with special needs. My older son is serving in the army and my younger son, Gershon, who is nine years old, is autistic. My dream is that my younger son will one day join his brother in the army.

As the IDF continues to include soldiers with disabilities on an even larger scale, they will no doubt shape the attitudes of an entire society!

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