The Bigger Picture

Written by Meredith Polsky, Matan co-founder

It has been a challenging week in the world of Jewish Special Education, as news of a blind camper asked to leave Camp Ramah in Canada spread at lightening speed over social media and other outlets.  Though Matan has been following these events from the first moment we learned of them, we hesitated to make a statement (or spread the story even more widely) until we could hear “another side”, or until some resolution was reached.  We will never know exactly what led to this unfortunate series of events, but as a Jewish Special Education organization that has seen families suffer time and time again, we would like to offer some thoughts.

What we have seen over the past four days is that this is not solely about one child.  The outrage that many people expressed online, while certainly out of support for one family and their child, has much more to do with the growing sentiment that the Jewish community has not yet reached its potential in how we include all individuals in our Jewish institutions.  That one father was able to garner so much support in such a short time is a testament to just how many in our extended Jewish community want to see change.  While addressing special needs in the Jewish world has long been the work of a relatively small number of people, we now see that even those not “directly” affected by disabilities are taking a stand towards ensuring every child his/her birthright – a Jewish education and fair access to the Jewish community. That in and of itself is a step in a very positive direction.

On a daily basis, Matan works to educate, empower and advocate on behalf of Jewish children with special needs and their families.  In the twelve years since Matan’s inception we have learned that it really does take all three.  By truly recognizing the responsibility we have to be partners with parents and families, much of what happened at Camp Ramah last week could have been prevented.  We do believe that staffs at Ramah camps across North America are well-intentioned and aim to accommodate and include.  We also know that it takes more than one person to succeed or fail in these arenas.  It takes an entire community – layleaders, professionals, funders and families with and without children with special needs – to support a mission that is grounded in a firm commitment to inclusion.  It cannot and should not be about who is at the helm at any particular moment, but about the dedication of an entire Jewish community that expects our leaders to educate, empower and advocate – and where leaders are supported in that work.

We cannot expect to get it right the first time, every time. We can expect open and honest dialogue that includes families and their children.  We must expect those in our broader community to care about inclusion whether or not a child’s parents have the wherewithal and the forum to generate support wide enough to reverse initial decisions.   And while we wish no family or child would ever have to experience exclusion from the Jewish community, it is our moral mandate to learn from those that have been scorned and continue to work towards a meaningfully inclusive Jewish community.

 

 

A Matan-Ramah Connection

On November 5th, 2011, students from Matan’s Shaare Torah program in Gaithersburg, Maryland came together with staff from Camp Ramah in New England’s Tikvah program. The Tikvah program is the special needs program at Camp Ramah that provides a wide range of Jewish campers with disabilities an opportunity to have a sleep away camp experience. In order to make Shabbat even more special, these two amazing organizations joined forces for a Shabbat morning program. Following along in a custom made siddur, prayers were taught in both Hebrew and English. There were hand motions, new tunes, dancing, story telling, movement and so much Shabbat ruach or spirit. The participants of the service got a taste of Ramah through songs and interactive Torah study. For example, the week’s Torah portion, Lech L’cha spoke of the story where Avraham was told he would be moving to a new home. In order to make a personal connection to this portion, the students talked about what belongings they would bring to their new home and what it might feel like to move suddenly. These personal connections to Shabbat are what make Matan and Ramah so special. These organizations want to provide Jewish experiences for people with special needs who might not be exposed to these educational opportunities. This Shabbat program was a glimpse of what a typical Shabbat morning is like in the Tikvah program at camp. The room was filled with smiles and positive energy. Matan, Ramah and Shaare Torah successfully joined together to create a meaningful and beautiful service, where everyone could find their own connection.

Elisheva Layman is a senior at the University of Maryland majoring in special education. She is a Recruiter for the Tikvah program at Camp Ramah in New England, where she also serves as Rosh Edah (division head) of Tikvah.  

For more information about Tikvah at Camp Ramah in New England, contact Howard Blas, Tikvah Director, howardb@campramahne.org.

Great News from Matan

Matan’s recent newsletter announced 3 huge accomplishments! Matan is proud to launch the first national search tool for Jewish special education. Parents and professionals can now search programs based on several different criteria, including geographic area, program type and denomination. Start searching! Matan is also thrilled to have been included in the latest edition of Slingshot, a guide to the 50 most innovative Jewish organizations in North America. And, finally, Matan is half way to its goal of raising $11,000 in honor of its 11th year by 11.11.11. Take the Matan Challenge and donate now!

Repairing Our World

“Okay, here I go!” our son Mickey said.

He  stood at the bimah,  beaming a mega-watt smile at the fifty gathered friends and relatives who had come to celebrate this bar mitzvah day with him.  He had just finished reciting his parshah, in transliterated Hebrew, a passage from the book of Numbers that contains the Priestly Blessing heard weekly in synagogues around the world. He was ready to read his d’var Torah.

“Shabbat Shalom!” he began, reading carefully from the large index card I had typed for him the night before.

“Amen means complete, and I just finished my Torah portion. Amen!

“The part of the Torah I just read is the Priestly Blessing.  It is our oldest and most important blessing, and it wishes for all people to have peace.

“This is very exciting for me and I am so proud to lead everyone here in prayer and song and to read from the Torah.

“I want to give special thanks to my teachers Ms. Cosell, Shana, Stacy from Matan and Rabbi Angela; to my brother Jonnie, and to my parents.

“I love you.”

Our neighbors Nancy and Chuck passed one soggy Kleenex back and forth between them, finally sending my eight year old niece to the ladies room to bring back more tissues. She returned with a wad of rough brown paper towels which made their way up and down the aisle. We were completing a journey that had started 12 years earlier, when Mickey’s first speech therapist at Blythedale Children’s Hospital had gently suggested the possibility that he might never speak at all.

But here we were.

For years, we danced with the idea of a bar mitzvah. Thirteen is a milestone for all Jewish children, and I was determined that our son would take part.   I knew he could learn a few simple prayers and songs; he has amazing memory skills, not uncommon for children with autism.  But Hebrew was out of the question.  Mickey grappled with speaking and understanding the most rudimentary English.  Still, I wanted him to have the experience of preparing for his bar mitzvah, to mark that passage, whatever it would be, just as his older brother Jonathan had done.

Initially our temple hadn’t known what to do with our child. We attempted religious school when he was nine, putting him in a class for much younger children. But even that proved too academically rigorous and language-laden.  He lasted three sessions.

“The Torah says you’re supposed to teach your children,” I said to the director of the religious school. “It doesn’t say some of your children.  Isn’t it a sacred obligation to teach all our children?”  Although we could instruct Mickey about holidays and observances at home, it felt important to us that he have the experience of learning within a community.

With that in mind, my husband Marc and I met with the senior rabbi at our synagogue to express our hopes and frustrations.  He steered us to the Center for Jewish Life. Physically separate from the main temple, the CJL is an intimate and airy light-filled meeting house with 12 foot high ceilings and wonderful acoustics.  It offers a more private worship experience, and is usually reserved for small life cycle events – a baby naming, a bris,  an oneg shabbat – unlike the large,  imposing and formal sanctuary where we had celebrated Jonathan’s bar mitzvah four years earlier.

Each Saturday morning we took Mickey to Sharing Shabbat at the CJL, a spirited, family-centered service suffused with song, that was designed for younger children. At first Mickey was reluctant; it was new and unfamiliar, and he insisted on carrying his collection of small plush Nintendo characters,  jamming Mario and Luigi in opposite pants pockets and bringing them out whenever it was time to sing.   Sharing Shabbat was led by the aptly named Rabbi Angela. She truly had the voice of an angel as she guided the children in song and prayer with her guitar.  Mickey loved the small sermons and stories she told. “She’s a nada-rator,” he would say. “Like Martin Sheen.”  He meant “narrator”, somehow equating Angela’s tales to his favorite Eyewitness Animal Video Series.  Angela was kind and welcoming.  I knew that she, too, had grown up having to field insensitive questions; as the daughter of a Korean Buddhist mother and a reform Jewish father, she knew firsthand about feeling marginalized from mainstream Jewish life.  Angela was trained as both a cantor and a rabbi, the first Asian-American to graduate from the rabbinical program at Hebrew Union College.  We began to talk with her about how we might shape Sharing Shabbat into a bar mitzvah service.

Still, we worried. What if a large crowd unnerved him? What if he panicked in mid-speech, declaring, as he often did, “That’s it!  I’m out of here,” and bolted?  We shared these fears with Angela.

“You know, a thirteen year old child doesn’t have to read from the Torah,” Angela said. “It’s not mandatory.  Turning thirteen just means that he has earned the privilege.  We can do this however you feel most comfortable.”

To help him prepare, Angela sang all the Torah blessings, songs, prayers and parshah into a tape recorder for Mickey.   Each night that spring Mickey would lie in bed listening.  Often I would linger outside his door, loving the crystalline purity of Angela’s voice singing him to sleep.

Traditionally, a bar mitzvah child in our congregation undertakes a mitzvah project, something that helps others.  It is part of our ethical heritage of Tikkun Olam, repairing, or healing, the world.  “No gifts,” we told everyone. “Please take whatever you would have spent and give it to the National Alliance for Autism Research.”  Astonishingly, in the weeks before the bar mitzvah more than $40,000 from friends, family and congregants poured in.

Several days before the event, our family met with Angela to rehearse in the CJL.  We invited our friend Ellen to be the appreciative “audience” so that Mickey could practice in front of others.  It was an uncommonly warm day in early June; I fanned myself with a prayer book.  Angela flipped on the air conditioning, and turned to Mickey.  “What should we sing first?” she asked him, and before she could even take out her guitar, he said,”V’Shamru!” and launched in, confident and unselfconscious. He sang every single verse.  In Hebrew.  We were stunned.

“Mickey! That was wonderful,” Angela said.

“I had no idea he knew that,” I said.

We sang several more songs, and then Angela took the Torah from the Ark. The silver spindle ornaments tinkled and jingled as she placed it in the arms of our 17 year old son Jonathan. She asked him to practice carrying it slowly throughout the room.  Mickey trailed him, grinning as he clutched the tail of Jonathan’s shirt.  Ellen grabbed my hand, and I realized that we were both wiping tears.

It was beautiful and blazing that Saturday morning when workmen arrived to set up a tent in our back yard.  Inside the house, Marc and I dressed Mickey in a blazer, French blue shirt, red foulard tie and gray pants.  Just like a typical family, we joined grandparents, aunts, uncles and cousins at the synagogue an hour before the service to pose for family portraits. “Today would have been my dad’s 80th birthday,” Marc said.  Tenderly, he draped Mickey in a white and gold tallis, a prayer shawl that Mickey’s great grandmother had brought from Israel fifty years earlier. The room was radiant with mid-morning light as it filled with the people we loved most.  As Mickey returned to his seat between us and each of us hugged him, Angela began speaking. She  talked about the significance of the Priestly Blessing, the ritual and meaning of this day, the privilege of working with my son.   What I remember most, though, is the welter of feelings: the palpable longing that my own mother might have lived long enough to reach this hard-won happiness with us, even as I felt the communal embrace that drew in my husband, my two sons and me, and held us fast.

In her achingly lovely voice, Angela sang Lechi Lach –literally, “let us go forward”, a modern song that is based on God’s words to Abraham to seek his destiny:

Lechi lach to a land that I will show you
Lech li-cha to a place you do not know
Lechi lach on your journey I will bless you
And you shall be a blessing, you shall be a blessing
You shall be a blessing, lechi lach.

“Michael Gabriel Carter,” said Angela, looking at him, “You are a blessing, to everyone in this room.”

“Thanks! You too!” he said, in such a chipper tone that everyone laughed.

“May God bless you and keep you,” said Angela.  “May God shine upon you, and be gracious to you, may God lift up his countenance upon you, and give you peace,” she said, concluding the service, and the room erupted in applause.

Mickey raced over to my elderly father. “Grandpa! I did it!” he said. “Are you proud of me?”

We crossed the hall into the airy room beyond, to tables heaped high with buffet platters, and vases bursting with sunflower bouquets. My cousin Mark, who had already had the pleasure of seeing the first of his own three children through a bar mitzvah three years earlier, pulled me aside into a bear hug.  “That,” he said, ”was the best bar mitzvah I have ever seen.”

It was a journey of faith and healing for us all.  And there was joy.  Different than my wedding day, or the day I sold my first short story; different too than the births of either of my children, both born beneath the glare of a surgeon’s spotlight. This had a texture all its own.  For one beautiful, blazing day in June, we were a normal family.

–originally published by “Modern Love Rejects,” http://bit.ly/nP0qQu

 

A Picture Worth Much More than 1,000 Words

Artwork by Jennifer Levine

When Jennifer Levine was given the opportunity to participate in a three-year Leadership Institute for supplementary school education directors, she felt both honored and hesitant.   A joint program of Hebrew Union College and the Jewish Theological Seminary, and funded by UJA-Federation of New York, this Institute had the potential to strengthen her professional skills and provide an important cohort for her in the Jewish community.  It also, however, had the potential to bring back familiar feelings of frustration from other Jewish conferences she had attended.

 

Jennifer Levine, a prominent Education Director at Temple Emanu-El in Closter, New Jersey, has Dyslexia.  The frontal learning experiences typical of conferences, where an expert in the field lectures to a large group of people, doesn’t work for her.  And while in the past she may have agreed to the Leadership Institute and suffered in silence as she desperately tried to retain any semblance of meaning from the lectures, this time Jennifer struck a deal.  She met with Dr. Evie Rotstein, the Director of the Leadership Institute, and said that if she is to participate, she needs to be true to herself and to her commitment to multi-sensory education.  Forward-thinking, open-minded and intrigued, Dr. Rotstein agreed.

Jennifer arrived at the Institute’s two-week conference, armed with her drop-cloth, easel, paints and brushes and she set herself up at the back of the room.  Every day, from 8:30-5:30, Jennifer painted.  She put her brushes down during small group discussions, a format that works for her as a learner, to better immerse herself with her community of peers.  She became, as far as we know, the first individual to paint a Jewish conference.

Professor Norman Cohen presented a text study on Jacob and Esau in a lecture entitled, “An Essential Ingredient for Leadership: Making the Bible Come Alive through Midrash”.  Listening to such a wonderfully creative teacher unpack an extremely dense text, under normal circumstances, would have been extremely difficult for Jennifer.  Through painting, however, she was able to stay connected and engaged with Professor Cohen’s seminar and come away with a product that represented the main concepts of his teachings.  Through this process Jennifer was able to identify the big ideas from each lecture during the packed two-week program.  She was able to integrate it into her body, whereas in the past it would have gone in one ear and out the other. “Capturing the feeling of the main idea had a tremendous impact on me as a learner,” Jennifer said.   Now, she is able to refer back to the paintings, and those lectures come back to life.

At one point during the conference, everyone was asked to sit with paper and markers to illustrate their choice of texts.  As Jennifer got to work, she experienced a personal breakthrough.  Because of her Dyslexia and the struggles she needs to overcome on a daily basis, “I often feel inferior to my colleagues in an academic setting,” she says.  “And in this moment, I look at my colleagues and everyone around me is drawing stick figures!  Developmentally, I was way ahead of them!  It was such a pure moment of understanding multiple intelligences.  To have that experience as an adult learner will have a deep, deep impact on my work with students.  To be in that moment as a learner and have that experience – it was mind-blowing.”

Reflecting on the experience as a whole, Jennifer is incredibly grateful to the Leadership Institute for their open-mindedness and for trusting her enough to grant her unusual request.  Jennifer admits that at first she was nervous about what the other participants would think.  But using every opportunity in her own life to better understand her students, she gained a newfound appreciation for what children must feel like when they perceive themselves to be different from their peers.  Being allowed to learn in the ways that work best for her, however, Jennifer reports that she got so much nurturance and encouragement from the community, she understands on a whole new level the importance of multi-sensory education in every classroom.  “It is essential that students who may struggle in one area are given the opportunity to shine in another,” Jennifer says. “It’s a win-win for everyone.”

In her role as Education Director, Jennifer has cultivated a professional relationship with Matan in order to best meet the needs of all of her students.  The surprise for all of us, though, was the extent to which this partnership has benefited Jennifer as an individual.  “I have always been frustrated attending conferences and professional development programs.  In the past, I have agreed to participate in the usual ways, all the while assuming there was something wrong with me because I was overwhelmed by the information.  My work with Matan has made me much more aware of my own needs.  So when this conference opportunity came around, I thought I might as well ask!”

The final 45 minutes of each conference day were reserved for group reflection.  As is typical at the end of a long day of intense learning, participants were exhausted.  What Jennifer observed about herself, though, was that she was energized.  “I remember that feeling of being exhausted from all the work it took to just listen.  But this time, my body was active and alert and I was engaged in a creative process.  For me, that was the biggest take-away from this experience.  If our teaching style can actually give our students energy, we’re doing something right.”

For more information about Temple Emanu-El, please visit www.templeemanu-el.com.

To learn more about Matan and addressing the needs of all students, visit www.matankids.org.

 

Matan’s Blog is Back!

After an unfortunate server crash, we are thrilled that Matan’s blog is now up and running.  We will spend the next several days putting back articles and resources that were lost.  If you’re looking for something in particular that you found particularly useful, please let us know!  Of course, we are also eager to share lots of new things with you.  Thank you for your patience and your continued support of Matan!