Published Articles

Original article published on The New York Jewish Week

AKIM’s Dental Training Program, in collaboration with the TAU dental school and Israel’s Ministry of Labor and Social Affairs teaches employment skills in the dental field.

Visitors to Tel Aviv University’s Goldschleger School of Dental Medicine see something innovative and unsurprising as they enter the building–a vending machine sponsored by Colgate dispensing toothbrushes, mouthwash and other dental equipment. A red heart on the glass reads in Hebrew “My health begins in my mouth.”

When visitors go down one flight, they see something even more extraordinary and innovative—four enthusiastic men and women from AKIM, the National Organization for People with Intellectual Disabilities, in their white lab coats, studying and working at the dental school. These young adults with intellectual and developmental disabilities make up the first cohort in the Dental Sterilization Officer Training Program, a collaborative venture of AKIM, the TAU dental school, and the Ministry of Labor and Social Affairs.

The one-year training program started in October, 2018. Trainees participate five days a week—from Sundays through Thursdays–in theoretical and practical coursework. They learn important terminology and receive theoretical training in sterilization, disinfection and hygiene. They collect equipment from various departments, sterilize instruments and carefully scan codes to assure proper tracking of sterilized equipment. Participants work in the dental warehouse, where they prepare and deliver orders of equipment and substances for various clinics, and they learn and perform various administrative tasks.

The author with participants in AKIM Dental Training Program. Courtesy of Howard Blas

In addition, the trainees interact on a daily basis with the university’s dental students. They learn together in some classes, work in the dental clinics, and socialize in the hallways and dining rooms. The participants with disabilities have the additional important job of working in a TAU dental clinic which specializes in treating people with disabilities. Shani Yeshurun, AKIM Israel’s director of international relations, explains, “Everybody feels anxious when they go to the dentist. By seeing and interacting with people like themselves, the stress level of the patient with a disability is reduced.”

On a recent visit, three participants—Amir, Michael and Yael and their mentor, Donna, invited me to tour and witness the sophisticated sterilization equipment. They took turns explaining how the state-of-the-art autoclave sterilizes the equipment, is logged in and prepared for delivery. Michael travels independently each day for Netanya and hopes to get a job closer to home upon graduation. Yael patiently demonstrated how sterilized equipment is packaged and arranged in the store room.

A participant in AKIM Dental Training Program. Courtesy of Howard Blas

Dr. Rada Sumareva, a New York and New Jersey area periodontist and implant surgeon, sees tremendous benefits of the program beyond the practical job skills obtained by the trainees. “By training next to the dental students, the dental students will have a different perspective on people with disabilities. It is one thing to know about disabilities in theory; it is another to have a classmate with a disability and to train together, side by side. This will be very useful when they one-day employ the program graduates in their offices.” She is confident that this will “lead to a culture change in the way we train dentists.”

Sumareva also notes “a tremendous sense of ambassadorship” by having people with disabilities work in the clinics with patients with disabilities. “Patients and their families will see that people with disabilities can integrate, have a job and have a purpose in life!”

Sumereva serves as vice president of AKIM USA and is a member of TAU’s Board of Governors and American Friends of Tel Aviv University’s Board of Directors. Despite her personal deep connection to both dentistry and disabilities, it was her son, Robert Ukrainsky, who helped create the dental sterilization officer training program. While studying for his bar mitzvah several years ago, he participated in the “Give a Mitzvah, Do a Mitzvah” program of the UJA-Federation of New York. Robert, now a 10th grader at the Avenues: The World School in New York City, is a founding member and chair of the Young Friends of AKIM and has donated over $22,000 to date for the TAU/KAIM dental training program.

The first group of graduates will be employed by both the Tel Aviv University Dental Clinic and by AKIM’s network of 22 specialized dental clinics throughout Israel which specialize in treating people with disabilities. AKIM will offer ongoing employment guidance and job placement services to graduates, who will also have the option of working in other AKIM] [non-dental clinics throughout the country

AKIM was founded in 1951 and strives to promote quality of life and improve the welfare of people with Intellectual disabilities and their relatives. They currently work throughout Israel to serve 35,000 people and 140,000 family members.

Sumareva dreams of bringing both specialized clinics for people with disabilities and a dental training program like the one at Tel Aviv University to the United States.

The issue of lack of adequate dental care for people with disabilities has been in the news a lot in recent weeks:

To address this problem, in 2012 the Commission on Dental Accreditation mandated that all dental students learn to assess the treatment needs of people with disabilities. And New York University recently open the N.Y.U. College of Dentistry’s Oral Health Center for People with Disabilities. It will both offer exceptional care for patients with a wide range of disabilities, and it will provide dentists with necessary skills and experience for treating patients with disabilities. Dr. Ronald Kosinski, the Center’s director, acknowledges the historical lack of adequate care for people with disabilities—and of negative attitudes toward people with disabilities. He is insistent that society begin to do a better job. “People are afraid of them,” he said. “They are not looked at like people. We need to train dental students to stop throwing their hands up and to start embracing them.”

Thanks to AKIM and Tel Aviv University, important efforts are already underway in Israel for training dental students and people with disabilities, and attitudes are changing. The United States and other countries can surely benefit from Israel’s experiences thus far.

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Original Article at JNS

The Jewish Tennis Project is a nonprofit foundation that seeks to provide participants with the opportunity to train and reach a world-class, competitive level of play, combining tennis instruction with education to instill a connection to Jewish culture and Israel.

Israeli tennis legends Shlomo Glickstein and Shahar Peer continue to represent Israel and the Jewish people on and off the court. The two top players were honored at a series of events in mid-March in South Florida marking the launch of the Jewish Tennis Project (JTP).

The JTP is a nonprofit foundation that seeks to provide Jewish tennis players an opportunity to train and reach a world-class, competitive level of play. The program combines tennis instruction with high-quality education geared to instill a deep connection to Jewish culture and Israel.

The idea grew out of a four-week visit to Hungary by Assaf Ingber, Israeli high-performance coach and former coach of Israeli tennis player Julia Glushko. Ingber spent a summer teaching tennis at Szarvas, a summer-camp program in Hungary that serves 1,600 children from 30 countries in a series of 12-day sessions.

“I heard the kids say what it means to them and how it changed their lives,” reports Ingber, referring to the sense of Jewish identity the participants gained at the camp, immersed in Jewish living and learning. Ingber reflected on his own experience as a child athlete: “When I was a player, all I did was play tennis, only hitting the ball.” He had little time to focus on Jewish culture and identity.

Ingber notes that “the JTP program combines top-level tennis, including the best facilities, atmosphere and tournaments, with a secular and Jewish education.” He is realistic in also noting the need to provide an education for the aspiring tennis players. “Just in case their children don’t become [Roger] Federer or Serena [Williams], they will have a tennis education, and a general and Jewish education.”

Israeli tennis pros Shahar Peer and Shlomo Glickstein with chairman Ian Halperin and founder Assaf Ingber at the Pro-AM event in Aventura, Fla. Credit: Jewish Tennis Project.

The program is part of the David Posnack Jewish Day School in Davie, Fla. “It is such a good educational environment with great courts and gyms—and their Jewish identity won’t suffer,” says Ingber. “They won’t have to feel shy, scared or insecure to say they are Jewish.”

The program will initially support five or six students, including two Israelis, which Ingber feels will “help integration and make the program great.” The American students will also hear Hebrew and develop a connection with Israel. The goal of the program is to train 20 to 30 students into high-performance players in the first two years at bases in both Davie and Aventura, Fla. Programs will also take place in Mexico, Panama, Colombia and Brazil, serving a total of 500 young players at all levels. Participants will share Jewish experiences and travel to Israel.

‘Very positive, professional, educational project’

Shlomo Glickstein, who retired from professional tennis in 1988, reached a career-high singles’ ranking of World No. 22, played in all four tennis Grand Slams and reached the quarterfinals of Wimbledon in 1981, was on hand in Florida to play in a number of exhibition matches, as well as coach local children and greet supporters.

Glickstein served until recently as CEO of the Israel Tennis Association. He was approached by Ingber about potentially getting involved in a number of tennis-related projects. “I thought the JTP program was a very positive, professional, educational project, so I got involved,” he reports. He reiterates the goals of the program: “to give mainly Jewish American kids a chance to get to the top of the tennis world, to get a Jewish education and to connect to Israel. It will also give them an opportunity to connect to all of the Jewish people in Florida and elsewhere.”

Shahar Peer, 31 and five months pregnant, enjoyed participating in the JTP kickoff. “It was an honor to join the JTP at their event last weekend in Florida. I enjoyed sharing the court with Shlomo and coming out to support this important new program to develop Jewish tennis players. It is exciting that there is a program to focus on tennis skills, Jewish identity and connection to Israel.”

Peer reached the highest ranking of any Israeli tennis player in history: Her best singles’ ranking was No. 11; she reached No. 14 in doubles. She won five career singles and three doubles titles on the Women’s Tennis Association (WTA) tour. Peer retired from professional tennis in February 2017

Fans were impressed with Glickstein and Peer’s commitment to the new organization—and, of course, with their skills on the court. In a phone interview with JNS in Israel, Glickstein says he “plays sometimes,” noting that “you never forget how to play; it is still in your blood.”

He adds, “I can still hit the ball,” though concedes that it’s “a little harder on the legs. I don’t move as well as I used to!”

Canadian documentary filmmaker, writer and investigative journalist Ian Halperin was one of the honored guests at the March 16 weekend tennis event. He is the author and/or co-author of nine books about such celebrities as Michael Jackson, Celine Dion, James Taylor and Kurt Cobain. He recently served as executive producer of the movie, “Wish You Weren’t Here: The Dark Side of Roger Waters.”

Halperin shares that his father, a Holocaust survivor, had to hide in a hole when he was 6 years old to survive. “When Roger Waters said that Israel is worse than Nazi Germany, I couldn’t stand it.” He made the film about Waters, following him all over North America in the attempt to get “under his skin.”

But the weekend in South Florida was not at controversial. An elated Halperin tweeted a picture with himself, Peer and Glickstein and wrote, “Honored to have played this weekend with top two Israeli players ever, Shahar Peer and Shlomo Glickstein. Jewish Tennis Project #saynotobds.”

Halperin states that “Glickstein is to Israeli and Jewish athletes what Jackie Robinson was to the African-American community!” He was impressed that both sports stars played three hours a day “and didn’t miss a ball.” Halpern describes Peer as “the best volleyer in the game, even at five months pregnant.”

He says the “weekend was monumental and historic,” as it not only brought the top two Israeli tennis legends on the same court, but more importantly, put smiles on the kids’ faces.

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Original Article on The OKClarity

Passover is known in our tradition as the holiday of freedom and liberation. Yet, the Pesach season is often muddled with anxiety and family stress. This time of year is especially difficult for individuals and families dealing with mental health and substance abuse issues, and in today’s world who isn’t dealing with something?

“The Jewish holidays and Pesach in particular can be festive and meaningful,” observes Rabbi Elie Weinstock of Congregation Kehilath Jeshurun on Manhattan’s Upper East Side. “But Pesach can be very stressful, especially for those with mental health issues. Whether it be the obsessive cleaning or the ingathering of family, the Pesach infrastructure tends to increase family stress and anxiety.”

Additionally, students are on break from their studies. This means a long period of time with little structure. Structure tends to be a positive thing for most people. The lack of structure during the Passover season tends to increase anxiety and create more space for individual & family stress to surface.

Veteran therapists working with the Orthodox Jewish community offer insights and suggestions for better managing this pre-Passover and Passover stress and anxiety. The first step is always understanding what Pesach represents and brings up for each of us as we prepare to be with nuclear and extend families.

Your expectations and their connection to Pesach anxiety and family stress


Michelle Halle, a licensed clinical social worker in Lakewood, New Jersey, acknowledges that Passover stress “has a lot to do with expectations and self-care.” She reports, “A lot of people don’t think about giving themselves what they need.” We tend to swamp ourselves with the needs, wants, and expectations of others and ignore the most vital person, ourselves.

She goes further to highlight how “Passover often serves as a measuring stick,” which only increases pre-Passover stress and anxiety. People often have expectations of where they will be by the time Pesach rolls around. They hoped they would be married, have a child, or find a dream job before the upcoming Passover. “When these things didn’t happen, they get down, blame themselves, and add to the anxiety and family stress that already exists.”

What can we do to reduce Passover anxiety and family stress?

1- Identify expectations, feelings, and practice sitting with discomfort

Halle encourages her clients to spend time working to understand what is contributing to Passover anxiety and family stress.

Acknowledge the sadness and disappointment. Sit with the thoughts and acknowledge them.

Halle notes that, “People aren’t in the habit of doing this. However, once they develop this important life skill, they can use it all year long. Ultimately, we need replace self-judgment with compassion and add meaning to our lives so we feel empowered instead of disappointed and discouraged.”

2- Avoid regressing along with family members

Halle encourages her clients to be aware of possible triggers and regressive pulls which are often at play when people get together with families of origin. She notes a common phenomenon, during the holidays people often regress to the family dynamics of an earlier stage in life. Staying mindful of this tendency ensures you respond verses react to sudden changes in family dynamics. This of course will diffuse much family stress and tension.

3- Take advantage of support groups

Rabbi Weinstock notes an additional area of family stress and anxiety. “The seder is a reminder of who is NOT around the table.”

He has noticed a preponderance of support groups for bereaved individuals before holidays – especially Rosh Hashanah, Chanukah, and Pesach. He encourages people to take advantage of these supports so they are reminded they are not alone in their pain and loss.

4- Watch out for obsessive tendencies

“Mitzvah observance has the potential to increase obsessive tendencies”, observes Rabbi Weinstock. This is not necessarily a bad thing if done in moderation. However, when it spirals out of control, it is very unhealthy and extra stressful.”

Since there are so many Mitzvos associated with Pesach, those who are prone to obsessive tendencies need to watch that they don’t spiral out of control. Keep your therapist and Rabbi close by!

5- Be proactive and communicative

Menachem Kiwak, LMHC and adjunct professor in the clinical mental health counselor program of Touro College, observes increased stress levels in nearly all of his private clients in the weeks leading up to Passover. “The time before Pesach is literally crazy. People expect so much from themselves!”

Kiwak suggests using communication in the pre-Passover time to effectively reduce family stress, tension, and anxiety. When spouses and families sit down together to jointly devise a plan which may include “where family members can help, when to have a cleaning lady, and where we can settle,” the holiday will be more relaxing and joyous. If you can’t do this with your spouse, do it with a trusted friend, relative, therapist, or mentor.

6- Avoid going to extremes in your Pesach preparation

Kiwak feels that many in his practice “tend to go overboard” with their Passover expectations and preparations. Remember the distinction between what is required by Halacha (Jewish law), and extra strictures individuals place on themselves.

Kiwak recommends that people remember to make a distinction between Pesach cleaning and spring cleaning. “Be realistic and honest with yourself about what you want to do, and what you need to do, and what you cando.”

Kiwak observes the wisdom of the rabbis who came up with a formula for nullifying chametz—as a way of assuring we don’t go to extremes. “If we have this formula, why not use it?” Halacha is giving us permission to not go overboard.

7- Remember the goal is Simchas Yom Tov, not Passover anxiety and family stress

Kiwak further reminds clients, “Simchas yom tov  – the joy of the holiday – is also a mitzvah!” He tells his clients, “Don’t be so hard on yourself–and don’t compare yourselves to others.”


Passover preparation and the seders can induce anxiety and family stress. However, careful preparation and honest conversations will maximize your chances for a joyous Yom Tov.

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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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