1. Inclusion As A Jewish Value: Supporting Students with Autism, ADHD and Anxiety
A Training by
Gabrielle Kaplan-Mayer, Director of Jewish Learning Venture’s
“Whole Community Inclusion”
And Rabbi Michelle Greenfield,
WCI Consulatnt and Director, Kol Tzedek Torah School

2. What disabilities might you encounter in the classroom?
Autism/Sensory Integration/Intellectual Disability
Mental /Behavioral Health
Anxiety
ADHD
Learning Disabilities
Physical / Mobility
Visual Impairment/ Blindness
Deaf/Hearing Impairments

3. Midrash Tanhua
Rabbi Abahu said: For all 40 days that Moses was up there, he would learn Torah and then forget it. Moses said to God, “Master of the Universe! It’s been 40 days and I know nothing!” What did God do? When 40 days were up, He gave him the Torah as gift.
What does this text teach us about learning and teaching? Did God help Moses overcome a challenge?

4. Some takeaways from Jewish texts on disabilities:
Jewish tradition has been addressing disability for thousands of years--and instructing people to act with kindness and respect for all individuals
Even Moses--our greatest prophet--had challenges!
These texts can be starting points for hard conversations or ways to give a voice to self- advocates
As educators, we need to sharpen our abilities to be patient, loving and respectful. We need to model this to our students--they are watching us!

5. Autism/Sensory Integration/Intellectual Disability
Video: Autism-
See the Potential (8:45)
List 3 things you take away from this video to bring to your classroom and how you interact with students on the spectrum

6. Meet Julia WATCH: www.autism.sesamestreet.org/video/meet-julia
How do Julia’s peers react to her differences?
Compare/contrast Big Bird vs. Elmo’s reactions.
What are Julia’s strengths? What are her challenges?
What can you learn from Alan as a teacher? What values does he model?

7. Developmental Challenges
The developmental age of a student with ADHD and/or ASD may be behind 3 years chronologically
What would it look like to have a 9-year-old in your class of 12-year-olds?
A 12-year-old in class with 15-year-olds?
What happens when other students become frustrated/impatient when a peer is struggling?

8. Structure: What to expect in the classroom, routines, supportperson, place to take breaks Schedule: Visual, personal, support for transitions, notify when schedule changes Strengths: Motivation, rewards, opportunity to be a leader

9. Supporting the Student
We create inclusive classrooms by creating accommodations and modifications for students as needed...and by creating classroom culture that models respect and understanding.
Let’s look at modifications for:
Sensory Issues
Social Support
Executive Function

10. Modify the sensory environment
Each student with ASD has unique sensory issues that may be related to noise, crowds, visual stimulation, tactile sensitivity and more.
Environmental changes can be simple, such as:
Theraband on a chair for kids who need ongoing movement
Seating support
Headphones for noisy environments or for listening to music

11. Students on the spectrum & social integration
Social understanding is like learning a second language. Students may not (yet) have mastered:
Basic communication
Manners (Please/Thank you)
Emotional Regulation
Reading Non-Verbal communication
Sharing/Taking Turns

12. We can be pro-active! Peer leaders who can reach out
Integrate Accommodations through the day
Social interaction with peers through projects based on interests (robotics, cooking, nature)
Adult supervision during group work
Break down group tasks into smaller directions, provide checklists, visual schedules
Break plan in place...guiding students to take break when feeling overstimulated

13. Positive Reinforcement
Effective Praise work at a Ratio of 3:1
3 positive comments to 1 corrective comment
Catch the positive moments, be specific:
I see how hard you’re working to control your temper
You listened really well to your partner
I like the way you thought about that and came up with a great solution

14. What is Executive Functioning?
“The executive functions are a set of processes that all have to do with managing oneself and one's resources in order to achieve a goal. It is an umbrella term for the neurologically- based skills involving mental control and self-regulation.”
What Is Executive Functioning?
Let’s watch:

15. Executive Functioning impacts
Keeping track of time/time management
Making plans
Making sure work is finished on time
Staying organized, keeping track of materials
Focus/Staying on task
Emotional self-regulation
Looking for help or more information when it is needed/Asking for help
Which of the above skills do you think are most essential for students’ success?

16. Executive Functioning Challenges
“Kids with ADHD and dyslexia often struggle with executive functioning. So do children with neurological conditions, mood disorders, autism and acquired brain injury.”
Understood.org

17. How Can We Be Pro-Active...
in supporting our students with executive functioning challenges?
Have you discovered strategies that work well?

18. Select Resources Whole Community Inclusion:
stitutions/wci/
Gateways - Jewish accessible activity guides that are models for simple-to create activities for museums and classrooms
education.html
The New Normal: Blogging Disability

19. Stay in Touch! Jewish Learning Venture, Whole Community Inclusion
Gabrielle Kaplan-Mayer,
www. jewishlearningventure.org/empoweringinstitutions/wci/