Disabilities

Original Article Published on The Jerusalem Post

Over 800 people from 22 countries participated in Access Israel’s 7th International Conference.

When paralyzed former helicopter pilot Yuval Wenger wrote in 1998 to a fellow former pilot, President Ezer Weizman, to complain about lack of access in Israel for people with disabilities, he didn’t expect a prompt reply – and a demand. Wenger followed Weizman’s terse response to do something about it and start an NGO. He called it Access Israel, and six months later met Weizman at the President’s Residence. Twenty years later, Access Israel’s impact on access and inclusion of people with disabilities is now felt worldwide.

Over 800 people from 22 countries participated in Access Israel’s 7th International Conference, which was held last month in Tel Aviv and throughout the country. The fast-paced conference, entitled “The Future of Accessibility,” kept participants moving – between sessions within a given event space, and to various cities in Israel.

Meetings on the first day of the conference were held at the Export Institute in Tel Aviv, where participants were welcomed by representatives of the Foreign Affairs and Tourism ministries. They were later welcomed by Avremi Torem, Commissioner for Equal Rights of Persons with Disabilities in Israel. Some participants toured and experienced disabilities simulation activities at Wingate Institute, Israel’s National Center for Physical Education and Sport.

Friday was spent in Jerusalem, viewing the city from Mt. Scopus, and touring such sites in the now-accessible Old City as the Church of the Holy Sepulcher and the Western Wall. The international delegation continued to bond at a traditional Shabbat dinner at Wegner’s home, and during Shabbat tours of Tel Aviv-Jaffa, including several of Tel Aviv’s accessible beaches.

A NUMBER of sessions took place at Avenue Convention and Events Center in Airport City and at Beit Hagimlai in Shoham. Many were attended by Israeli disability professionals, representatives of municipalities, ministries, banks, insurance companies, accessibility coordinators from leading companies in Israel, IT and website experts, representatives of Israeli technologies, CEOs of Israeli accessibility start-ups and companies and policy makers.

Conference attendees and presenters included many people with visible disabilities, including app and product designers from around the world, commissioners on disabilities from the mayor’s offices of New York and Chicago, and even the co-founder of Space IL, Yariv Bash, paralyzed from the waist down two years ago in a French skiing accident.

Attendees heard from access and inclusion experts on such topics as Accessible Technology; Barrier-Free Tourism; Urban Accessibility Initiatives and Challenges from Around the World; and Global Models for the Implementation of Technology. And they participated in customized sessions – and panels – on such topics as Inclusive Design, Culture for All, Justice and Democracy for All, Inclusive Education, Inclusive Technology, Accessible Websites and Applications and Workplace Accessibility.
The conference’s largest delegation came from Austria (20 people), with Google’s Accessibility Team coming in second place with seven representatives. Google Israel hosted a well-received Accessible Technologies Speed Dating event where pairs of delegates spent ten minutes at each of seven stations, learning about such technologies as StepHear (orientation and guidance systems for the blind and visually impaired), Travaxy (accessible travel), Accessible Roads (navigation on accessible streets and roadways) and SignTime (translates texts in to sign languages).

VIENNA RESIDENT Hugo Furtado displayed his Dreamwaves Navigation System at the Google-hosted event. The Portuguese-born PhD completed his electrical engineering training in Switzerland, Slovenia and Austria, and has created a navigation system to guide blind and visually impaired people in unknown environments.

“I attended the event because I had heard that the topic of accessibility has become very important in recent years,” he said.
The well-traveled Furtado was particularly excited to make his first trip to Israel. “Israel is a famous start-up nation. Within this framework, it was a great opportunity for me to learn and to further develop the business. As Dreamwaves is a start-up developing a navigation app for blind and low-vision people, the fit could hardly be better,” he said. “Both things were confirmed: One can see the big effort that is being put into making the public spaces accessible – I can imagine the challenge to make visiting Jerusalem accessible – and bringing the topic into the authorities’ agenda.

“Also, it was especially valuable for me to learn why Israel is such a strong start-up nation. In my view, the energy and will power that people put into what they do plays a huge role. This was impressive for me in the country in general. People put a lot of energy into making things happen instead of worrying about smaller detail. That’s what you need in a start-up,” Furtado said.
Others came from Sweden, Latvia, Chile, Bulgaria, Canada, Germany, Ireland and Australia. Some has been to Israel four or five times – like Martin Essl, head of the Essl Foundation, which coordinates The Zero Project, focusing on the rights of persons with disabilities globally. It also focuses on social projects in Austria, with an emphasis on the inclusion of persons with disabilities in the open labor market, and in accessibility and inclusive education.

The excitement for Israel on the part of foreign attendees was a familiar trope; they consider Israel to be the Start-Up Nation and a world-leader in accessibility and inclusion.

KJELL STJERNHOLM of Stockholm, Sweden, was invited to the conference by Access Israel after having been awarded an international best practice by Zeroproject.org. The good natured Stjernholm, who founded and directed a disabilities acting troupe in Sweden where actors were paid market wages, currently works in the field of accessible elections. In this capacity, Stjernholm is working to teach people “what we are voting about,” and to assure that “the very politics needs to be accessible.”

Stjernholm enjoyed both the conference and the country. “I’ve learned heaps of things. Among the most usable to me: interpretation techniques within easy read, accessibility to the arts and some amazing tech-projects.” He says that, “Israel is a beautiful country. I am impressed by the high aims of accessibility, and the use of the law to enforce it,” referring to a law where government-funded bodies with more than 100 employers are committed to ensuring that at least five percent of its workforce are employees with disabilities.

IRISH INCLUSIVITY activist, Caroline Casey – whose TED Talk, “Looking Past Limits,” has had more than 2.2 million viewers – described learning about her near total blindness due to ocular albinism – she had unknowingly been diagnosed with it as a child – at age 17. She left a promising career in managing consulting and has committed her career to inclusion in general, and to inclusion in the work place in particular.

Casey was curious to visit Israel for the first time, since her father had shared stories about his time here in the early 60s while he was living on a kibbutz. Prior to her visit, she noted that: “Over the years, I have witnessed the extraordinary development and impact of Access Israel. It has truly amazed me how far both the country and the organization have come in their accessibility journey.”

The inclusivity activist loved what she saw and experienced in Israel. “The food, the archaeology, the history, the heat, the sense of historic civilization – for an ex-archaeologist – unbelievable,” reported Casey. “But no doubt: The real draw was and is the people. I love their energy, their straightness, their attitude to “getting stuff done”; their warmth, humor and ambition. They seem to work with the intention of solutions, not problems.”

Casey followed Space IL co-founder Yariv Bash and Bank HaPoalim CTO, Haim Pinto, by delivering what were billed as “Inspiring Opening Lectures” on the Sunday of the conference. Casey, like most attendees, raced between sessions, met with colleagues and made many new friends.

And she never stopped appreciating the fact that she was in Israel. “It was so great to go to a global conference like that and it not be in the ‘typical’ place,” she said. “I think we can learn a huge amount by going to different places and immersing ourselves in cultures completely different from our own – and I knew so little about Israel, I wanted more time there – much more.”

Casey and hundreds of others will surely be back for next year’s 8th International Conference.

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Original Article Published on The New York Jewish Week

Howard Blas shares an important lesson from the Access Israel Conference.

I have been struggling with the role of disabilities simulation activities for many years.  Five days at the Access Israel Conference, where such activities were handled thoughtfully, sensitively and mostly facilitated and processed by people with disabilities—has convinced me that they can play an important role in changing society’s attitudes toward people with disabilities. Let me explain.

In 2015, when Lisa Tobin, the then Director of Inclusion Initiatives at the Foundation for Jewish Camp and I were completing our 201-page Inclusion resource guide, we received some feedback from members of the disabilities community that we should reconsider including disabilities simulation activities. In short, they argued that such activities do not really replicate the disability experience and they can leave participants with increased negative perceptions of disability including feelings of pity.

We ultimately decided to include some simulation activities in the training manual —with a caveat: “They are intended to offer a glimpse into the very complex world of disability.” Five days at Access Israel’s recent 7th International Conference in Tel Aviv Access Israel Conference demonstrated that it is possible to effectively and sensitively use simulations in teaching about disabilities. They key ingredient is involving people with disabilities in the training.

At the Access Israel Conference. Courtesy of Howard Blas

The Access Israel conference brought together over 500 people from 22 countries. Attendees heard from experts on access and inclusion on such topics as Accessible Technology, Barrier-Free Tourism, Urban Accessibility Initiatives and Challenges from Around the World, and Global Models for the Implementation of Technology. They participated in customized sessions—and panels—on such topics as Inclusive Design, Culture for All and Justice and Democracy for All, visited Israeli programs, and toured the now-accessible Old City of Jerusalem and Tel Aviv/Jaffa. Many conference attendees and presenters were people with disabilities including app and product designers, government officials and even the co-founder of Space IL, Yariv Bash.

On the first day of the conference, several attendees toured the Wingate Institute, Israel’s National Centre for Physical Education and Sport. We had the opportunity to experience a simulation activity, set up by Access Israel, during an Israeli Junior Olympics competition, which provided the judo participants, swimmers, and others the chance to play basketball with an Israeli wheelchair player, Liron Levy, navigate an obstacle course in a wheelchair, and eat a mystery cold substance in a cup—while blindfolded.

Our adult group also had the opportunity to participate in the basketball and ice cream eating activity. Liron shared his experience as a person who uses a wheelchair, and a young woman who is blind spoke to us about her experience being blind, completing university, etc. Such simulations take place with school children throughout Israel—and are always facilitated by people with disabilities. Participants in the simulation not only had a momentary glimpse in to the experience of navigating the world as a blind person, or as a wheelchair user; we had the opportunity to hear about the real life experience of people with disabilities as they navigate the world. And we engaged in a dialogue. As we better got to know our instructors who had disabilities, we did not feel pity, as critics had cautioned; rather, we felt better informed of their daily experiences navigating the world, including getting dressed, eating and traveling.

Three days later, as the main part of the conference got underway at Avenue Convention and Events Center in Airport City, conference attendees were greeted with many simulation stations as they passed through registration, on the way to the main conference hall. Again, people with disabilities were on hand to explain the simulation and to share their experiences of being blind, deaf or using a wheelchair. Many tried learning and communicating in Hebrew sign language, navigating a blind obstacle course and taking a wheelchair through a series of obstacles.

At the Access Israel Conference. Courtesy of Howard Blas

Later that evening, conference participants enjoyed a Feast of the Senses dinner. Following cocktails on a lovely Renanna event space terrace, everyone received an Access Israel blindfold and was escorted in to dinner. People in wheelchairs commented about the unique, important opportunity to experience the disabilities of others. Staff members patiently and carefully showed us to our seats, where we encouraged to feel our way to two wine glasses—and determine through our other senses which was white and which was red. And we were challenged to figure out which vegetables and fruits were in our salad.

At the Access Israel Conference. Courtesy of Howard Blas

Michal Rimon, CEO of Access Israel, introduced the meal. “We will be joined by people who live with disabilities. They will talk to you about their challenges, triumphs and successes. The more your let yourselves dive in, the more you will get from the experience.” Rimon, who has led this exercise at many past dinners, knew what the diners were going through. “Right now, you are compensating—you are using other senses more.” This helped explain my increased sensitivity to the noise in the room—and to my walking in to the room very intentionally, trying to maintain my balance.

Our blindfolds were removed and we engaged in a dialogue with an Israeli woman who lost her sight at age three and learned Braille at age four. She reported that only 10% of blind people know Braille since many lose their sight later in life, when it is very hard to learn. “Learning Braille is the greatest gift I was ever given,” our guide reported. One participant asked, “What do you see in dreams?”

Our second course was a sensory course, where each participant was challenged to eat with cooking mitts—with a wooden flat board inside. Finally, our last course was a deaf simulation. A deaf man shared his experiences navigating the world as another man translated for the audience.

As the third successful simulation drew to a close, I continued to wonder why our camping inclusion manual simulation activities were met with pushback, and what made the Access Israel exercises so successful? Rimon patiently considered my questions and conceded that they too had some difficulties at first. “In the beginning, it was a big challenge to do such activities. People thought such simulations would be bad for the kids, it would make them sad, so we had to find one or two schools to start.”

Rimon describes the four pillars to their approach: knowledge, experience, knowing the person behind the disability, and paying it forward. Rimon stresses the importance of giving participants in each class the tools to pass on the experience to others. Students are given homework to go home and discuss what they have learned with their families. She notes that” schools now stand in line to participate in the program.” Rimon feels the program is “changing the DNA of the children.”

At the Access Israel Conference. Courtesy of Howard Blas

The simulation activities we experienced at the Access Israel conference were useful. Spending five days of the conference sharing and learning, eating meals, riding the tour bus and navigating the Old together with colleagues and new friends with disabilities—from a German reporter and two commissioners on disabilities of major US cities who use wheelchairs, to a deaf museum executive, to a blind member of the Google Accessibility team–went even further in changing our DNA.

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Original Article on The LookStein Center

When the Tikvah Program at Camp Ramah in Glen Spey, New York began including campers with disabilities in 1970, it began attracting campers and families from a range of Jewish backgrounds—from unaffiliated to Hasidic. At the time, there were no other summer camp options for Jewish children and young adults with disabilities. More options exist nowadays to serve campers with a wide range of disabilities. And they continue to attract campers from families with diverse backgrounds. In a Jewish summer camp context, an Orthodox male rabbi and a female Reconstructionist rabbi sit together and talk—not about God, Kashrut or Shabbat, but they can speak—parent to parent—about autism and vocational training.

Opportunities exist beyond the camping world for Jews of diverse streams and backgrounds to meet, interact and share openly. Specialized Jewish day schools are uniquely positioned to offer even more than camps in terms of Jewish learning and services to parents and families—all year round. The Shefa School in New York City is a model of Jewish day school which offers a unique educational approach to learners from diverse family backgrounds.

The Shefa School reports that it is a Jewish community day school serving students in grades 1-8 who benefit from a specialized educational environment in order to develop their strengths while addressing their learning challenges. All students at Shefa have language-based learning disabilities and have not yet reached their potential levels of success in traditional classroom settings. Many students have started out at other Jewish day schools which may be more in line with the family’s religious outlook. They have come to Shefa in search of a school that understands their child’s learning needs, and often to help restore their self-esteem.

Shefa is proud to call itself “a pluralistic community school serving families across the range of Jewish involvement and observance.” The name “Shefa” which means “abundance” was chosen because “we believe that our students possess an abundance of unique gifts, talents, skills, and insights. Our job is to nourish them emotionally, intellectually, and spiritually.”

Founder and head of the 143 student school, Ilana Ruskay-Kidd stresses the need to always be “open and reflective” and notes that the school is “always a work in progress.” She tries hard to create an environment where everyone feels they can come and talk about anything. On the school’s website, under FAQ’s the question of “What is the Jewish orientation of the school?” is addressed as follows: “The Shefa School is a pluralistic community school, seeking to serve families across the Jewish spectrum. Our goal is to make Shefa a welcoming place that integrates rich Jewish values, community, culture, traditions, and holidays — regardless of each family’s particular practice or affiliation. We serve only kosher food and observe all holidays in accordance with the Jewish calendar. Shefa nurtures our students’ commitment to Jewish values and teaches the skills to enable them to participate fully in Jewish life.”

Schools like Shefa require a dedication, self-reflection, and diplomacy. Despite a great deal of forethought, and the best of efforts to anticipate situations which might arise, issues small and seemingly large arise from time to time. These issues are actually opportunities in disguise as they force community members, teachers and administrators to be honest and communicative, and to consider what is and isn’t negotiable. One time, a mother from a very traditional background asked Ruskay-Kidd, “If we are uncomfortable with the Jewish Studies, can we pull our daughter out?” Ruskay-Kidd offered a calculated, thoughtful reply. Learning Jewish Studies together was non-negotiable, but she encouraged the mother to come talk to her about what was making her uncomfortable.

One family asked if Shefa offers a Sephardic minyan. While the school at first didn’t want to “keep separating” the students, they realized the family had a valid point. “The school is probably one third Sephardic,” notes Ruskay-Kidd, “and most of our tunes were Ashkenazic.” The school brought in a person to teach the whole school about Sephardic liturgy and to introduce Sephardic tunes. “Every synagogue has slightly different melodies… Our goal is to be flexible.” The school itself has evolved and now offers a range of tefillah options including mehitza, no mehitza, learners and meditation/exploratory prayer options.

Ruskay-Kidd is pleased as she observes, “We live happily and peacefully together. In a given week, we don’t usually see issues. In a year, we might.” Many likely-to-arise situations, though not all, are addressed in advance: Kashrut (strictly kosher, nationally accepted supervisions, but not Halav Yisrael), kipot; (“we spent so much time on this one—they are strongly encouraged; default is to put it on; one or two have philosophical complaints; and kipot sometimes fall off of heads!” Ruskay-Kidd reports that all wear kipot for Limudei Kodesh and estimates that 50% wear kipot all day long); dress (“kids dress how their community dresses;” requirement is dark bottoms—skirt or pants, no tank tops).

Yet, “situations” do come up—sometimes “caused” quite innocently by families and sometimes even by the school. On one occasion, a non-Sabbath observant family (likely quite innocently) scheduled a bar mitzvah reception which started before Shabbat was over. On another occasion, the school inadvertently almost caused an uncomfortable situation for some students around a seemingly fabulous-for-all community service opportunity. Students had the chance to volunteer at a very established program four blocks from the school which serves 1000 meals a day. But it took place in a church—which was problematic for some families. The school sensitively began to offer this as one of several community service options.

Other issues which may arise in a school like Shefa: teaching Torah (“How we teach the meaning of Vayomer Hashem”), science (“Are dinosaurs real?”) and health education (“Can you opt out?” “Why do boys have to learn about girls’ bodies?”).

Each situation which arises offers opportunities for reflection, problem solving and honest communication. The head of school can’t assume everyone is familiar with “basic” words like shalakh manos (food gifts sent on Purim); at the same time, over-translating may make some more traditional families question just “how Jewish” the school is!

Sometimes the students themselves are the best problem solvers. One traditional student was feeling uncomfortable with a morning greeting ritual which involved students either handshaking or fist bumping the student next to him. He was worried that he may not always be next to a boy and was uncomfortable with the possibility of having this exchange with a girl. While his parents didn’t find this to be problematic halachically, the boy told his parents one evening that it was a “big problem” for him. His parents spoke with him about perhaps explaining his “family tradition” with the class” and waving to a girl who might be sitting next to him. Within seconds, he was already planning (with minimal coaching!) what he was going to tell his classmates. Problem solved!

Ruskay-Kidd reflects on each of these situations and playfully recalls the well-known saying about pluralism. “That is when all of us are comfortable most of the time—but none of us are comfortable all of the time.” Shefa families are clearly happy, and they are emissaries for the school in their respective, diverse communities across the New York tristate area. “It is so inspiring and moving to watch what it means to love your child. The distance they travel…all (of what seems at first to be) barriers…they all disappear!”

Settings like Camp Ramah and the Shefa School demonstrate that it is indeed possible to foster relationships between Jews of diverse backgrounds. Early childhood program and pluralistic day schools are similarly making strides to bring together all kinds of learners and families. Hillel and Limmud and various cross-denominational rabbinic encounter programs AJWS (American Jewish World Service), AIPAC and the Shalom Hartman Institute’s Rabbinic Leadership Initiative show what can be accomplished with diverse groups of adults.

Jewish adults coming together goes back to the 600,000 plus who assembled at Mount Sinai to receive the Torah and continued with Jews coming together around such large issues as the plight of Soviet Jewry (250,000 demonstrated on the National Mall in Washington, DC on Sunday, December 6, 1987) and recently in solidarity with the people of Pittsburgh.

Let us continue to strive to develop models of assembling, learning, communicating and sharing in even more Jewish settings.

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