Include Me In: Teaching the Exceptional Child in Jewish Early Childhood Programs

"Teach a child according to his needs.
And even when he is old, he will not depart from it"
(Proverbs 22:6).

by Linda Forrest

To be denied admission to a Jewish preschool program is a devastating experience for a Jewish family parenting a young child with special needs. For many families, this may be the first time they realize that their child may not be accepted as are other "typical" children.

Jewish law tells us that it is our moral and ethical responsibility to "teach" children with different learning abilities. But many teachers and directors of Jewish Early Childhood programs have expressed legitimate concerns that set the standard about their ability to accept a child with special needs: "We don’t have on-site staff with ‘special education’ background and knowledge to be successful with these children." "We don’t have the budget to hire extra staff to handle the specialized needs of the child." "The extra time needed teaching this child will take time away from the other children in the classroom"-and the list goes on.

The following article will provide insight for a better understanding that all children with all abilities can gain from a Jewish preschool environment. Before we say we cannot, let’s explore ways that help us say we can!

LET’S LOOK AT OUR ATTITUDE: THINK CHILD FIRST–THEN THE DISABILITY!

The most important element for ensuring the successful inclusion of children with disabilities is developing a positive attitude within the staff toward working with children with challenges. This may not be easy; as a matter of fact, it can be quite a difficult process. Many educators were trained years ago with the assumption that children with special needs have deficits, need specialized attention and can only "mainstreamed" with typical children for minimal activities. With the passage of Federal legislation such as the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA), positive strides have been made to include people with disabilities in all walks of life, especially children, birth through age five.

To begin the paradigm shift, one or more staff meetings might be devoted to exploring this issue. Discussion might begin with the basic questions: What excites me about accepting children with special needs? What scares me? How can we get the support needed for the child and school to be successful? Through on-going talk and guidance, staff will come to the realization: All children have strengths and weaknesses, and all children can learn–everyone learns differently. With proper support systems in place, successful inclusion of children with differing learning abilities can be accomplished.

Every child, no matter how severely disabled, has abilities that can be tapped into in the Early Childhood classroom. Instead of emphasizing the limitation(s), let’s remember to look at the child first and his strengths, then the disability. For example: think "a child with autism" rather than "an autistic child."

Develop a positive partnership with the parents of children with special needs (even if the decision is made that the program is not the best placement for the child.) Parents are the true experts; they know their child the best. They can provide valuable information and offer wonderful ideas and suggestions, if staff is willing to listen. While many parents are very assertive and can even be abrasive, keep in mind, they are advocating for their child to get the child’s needs met and may sometimes forget that a friendly, supportive person is on the other end.

STEPS FOR SUCCESSFUL INCLUSION

The following are steps that can be taken in the decision-making process to encourage and promote successful inclusion:

1. The preschool director and parents have an initial meeting and tour of the school to share information with each other about the school philosophy and set-up, and what the family is seeking for their child. Through discussion at this meeting, the director and parents may decide together at this time that this program is not the right placement for their child. The important point to remember is that the decision should be mutual between the parents and the school.

Some helpful questions for the school director to ask the parents at the initial meeting include:

• Why do you want your child in the program? What are your goals and expectations for your child at this school?
• What are your child’s interests? What are your child’s needs?
• Can you share information from assessment/screenings with the school?
• Does your child have an individualized education plan (IEP) or an individualized family service plan (IFSP)? If so, can the school contact the service coordinator or school district for more information?
• Does the child receive any related services (occupational, physical, speech/language therapy, etc.)? Can the school contact the therapist(s) to receive information?

(IMPORTANT REMINDER: Information provided from outside sources and parents should always be kept in strictest confidentiality.)

2. If the school director and parents are encouraged by the initial meeting, schedule a home visit. Include the teacher who may be working with the child. Observe the parents and siblings interacting with child. Notice how the child acts in his natural environment. Find out what toys he enjoys playing with, and what he does with unstructured time. Share a snack with the child to observe eating skills. Ask questions.

3. Have the parent(s) and child spend time in the classroom. The parent can introduce the child to classmates by sharing photos from home showing activities the child enjoys doing. Classmates will realize quickly that their new friend has many of the same interests as they do.

4. A team consisting of the parents, classroom teacher(s), director and outside professionals who work with the child should come together to set up a plan to facilitate successful inclusion:

• Look at various aspects of the classroom environment-physical layout, activities and materials provided, class schedule and staff expectations. Explore ways to accommodate and adapt.
• Decide which days and times would be best for the child to attend, taking in account therapy services the child may be receiving and special education programs the child may be attending. Many of these outside services may be "plugged into" the Jewish preschool classroom.
• If an "extra pair of hands" is needed in the classroom, decide which times that person is needed and who in the building may be available. Explore sources to recruit volunteer staff-e.g., parent/grandparent volunteers, interns from a local college, high school students who need community service credit).
• Develop a simple educational plan with goals and activities in conjunction with other supports already in place.

5. Most important, when the child begins attending class regularly, set up an on-going communication system with the parents (e.g., "back and forth" notebook, weekly phone chats). Don’t forget to share with the parents good news about something special that has happened!

TEACHING CHILDREN WITH DISABILITIES–SIMPLE TIPS TO CONSIDER

Speak directly to the child. Use clear, simple communication that the child can understand.

Make eye contact. Place yourself at the same level as the child.

Break down activities and skills being taught into small steps. Introduce one step at a time.

Guide the child through the activity (hand-over-hand technique).

Practice, practice, practice activities and skills being taught.

Be sure that the child is included in group activities and on the same level as the other children in the class.

Praise attempts and successes and offer encouragement.

Be patient! Relax, be yourself!

IMPLEMENT DISABILITY AWARENESS ACTIVITIES IN THE CLASSROOM

(even if you do not have a child with special needs in your class!)

Gather visual materials, manipulatives and books for bulletin boards, learning centers, and discussion during circle time. (Lakeshore, Constructive Playthings, and Roots and Wings offer a variety of materials.)

Change materials available in the classroom throughout the year. Create new interest areas. (E.g.: Place a child-size wheelchair or walker in the "house" area.)

Offer small and large group activities.

Use daily events and experiences as opportunities to talk with children informally about special needs.

Question stereotypes children may place on people with disabilities.

Incorporate special needs awareness into the Shabbat and Jewish holiday curriculum. (For example, have students learn to sign the blessings for Kiddush, motzi, and Shabbat candles.)

In conclusion, research has shown that children with disabilities have a greater chance of reaching their full potential when they are included in activities with typically developing children. Acceptance in a developmentally appropriate Jewish preschool program can be a great beginning for the child with special needs, his/her family and the school. By developing a partnership with the parents and outside resources, not only does the child with special needs benefit, but the overall quality of the early childhood program is enhanced for all children.n

BIBLIOGRAPHY OF RESOURCE MATERIALS

Getskow, Veronica and Konczal, Dee. Kids with Special Needs: Information and Activities to Promote Awareness and Understanding. The Learning Works, Inc., Santa Barbara, California, 1996.

Jewish Education Association of MetroWest Center for Special Education. Sensitizing the Jewish Community to Individuals with Special Needs: A How-To Approach. JEA of MetroWest, Whippany, NJ.

Kopin, Rita. Dignity and Disability: A Jewish Discovery Kit. Board of Jewish Education of Greater Washington.

Stuart, Adele Kronick. Signs in Judaism: A Resource Book for the Jewish Deaf Community. Published for the National Congress of Jewish Deaf by Bloch Publishing Co., New York, 1986.

A sampling of Judaic children’s books a teacher can use to promote dis"ABILITY" awareness and acceptance:

Cohen, Floreva G. My Special Friend. Board of Jewish Education of Greater New York, New York, 1986.

Doron introduces us to his special friend Jonathan at synagogue and at his bar mitzva.

Gellman, Ellie. Jeremy’s Dreidel. Kar-Ben Copies, Inc., Rockville, MD, 1992.

Jeremy signs up for a Hanukka workshop to make unusual driedels. He creates a clay dreidel with braille dots for his dad, who is blind.

Goldin, Barbara Diamond. Cakes and Miracles: a Purim Tale. Puffin Books, 1991.

Young Hershel, who is blind, finds that he has special gifts he can use to help his mother during the holiday of Purim.

Ruthen, Gerald C. Daniel and the Silver Flute: An Old Hassidic Tale. United Synagogue Commission on Jewish Education, New York, 1986.

Old hasidic tale that deals with a High Holy Day theme stressing the acceptibility of all tefilla (prayer) by G-d.

Sose, Bonnie. Designed by G-d, so I Must Be Special. Character Builders for Kids, Winter Park, Fl, 1988.

A book filled wth warmth and love, describing what G-d gives us that makes us unique and special.

Topek, Susan Remick. A Turn for Noah. Kar-Ben Copies, Inc., Rockville, MD, 1992.

Noah has trouble learning to spin the dreidel as his preschool class celebrates Hanukka.

ALPHABET SOUP

What do all those terms really mean?

Understanding special education jargon can provide a better grasp of information provided by parents and professional resources. The following is a sampling:

Developmental delay (used for preschool and early intervention services and programs): A child who is assessed to be delayed by 25 percent of his/her chronological age in one or more developmental areas: cognitive, language/speech, physical, social/emotional, and self help.

Early intervention: Recognition, diagnosis, and treatment of a developmental delay or potential delay, in children birth to five years of age. Based on the theory that the younger the child, and the less well established the delay, the greater the likelihood that the delay can be minimized or eliminated. Interventions include infant stimulation, therapy, family support and education, specialized health services, and coordination of services.

IDEA (Individuals with Disabilities Education Act)-formerly Public Law 94-142 (the Education of All Handicapped Children Act): Ensures that all children with disabilities have available to them a "free appropriate public education" that includes special education and related services designed to meet their unique needs.

IEP (Individualized Education Plan): All students with a disability (ages 3–21) classified for special education are required to have an IEP which lists the type of class, related services (e.g., speech, physical, occupational therapy, etc.) and educational goals for the child. Each child receives a new IEP each year, and it must be approved by the parents.

IFSP (Individualized Family Service Plan): Similar to an IEP, the IFSP describes services for children with disabilities ages 0–3 and their families. IFSP is written collaboratively with parents and describes the services to be provided and the expected outcomes. Plans for transition at age 3 are also included.

Related Services (therapy services): Support in specialized areas working directly with the child and family to help with specific delays:

Physical therapist: (commonly known as PT) focuses on helping the child strengthen, improve or develop their gross motor skills. This includes coordinating the large muscles of the body for sitting, walking, crawling, etc., to help the child to move as independently as possible.

Occupational therapist: (commonly known as OT) focuses on developing the child’s fine motor skills. This includes coordinating the small muscles of the hands, developing eye/hand coordination, and working on sensory integration skills (tolerating touch, sounds, movement, and sight).

Speech/language therapist: focuses on enhancing a person’s ability to communicate by developing the child’s understanding of what is said to him/her (receptive langauge) and by developing his/her ability to express needs (expressive language.) Alternative ways to communicate through augmentative communication, sign language, computer, etc. can also be introduced by the therapist.

Resources:

Bailey, Pam and others. Active Learning for Children with Disabilities: A Manual for Use with the Active Learning Series. Addison-Wesley Publishing Company, New York, 1996.

Chandler, Phyllis A. A Place for Me. National Association for the Education of Young Children, Washington, D.C., 1992.

Deiner, Penny Lou. Resources for Teaching Children with Diverse Abilities: Birth through Eight. (second edition) Harcourt Brace and Company, Orlando, Florida, 1993.

Krajiceck, Marilyn and others. First Start Program: Handbook for the Care of Infants, Toddlers, and Young Children with Disabilities and Chronic Conditions. Pro-Ed, Austin, Texas, 1997.

Wolery, Mark and Wilbers, Jan S. Including Children with Special Needs in Early Childhood Programs. National Association for the Education of Young Children, Washington, D.C., 1994.

Copyright © 1999 Coalition for the Advancement of Jewish Education

Last modified: February 26, 1999