Given that this is NAIM, what are your thoughts about the current state of inclusion in the Jewish community and how do you think the new master’s will affect that?

Regarding the state of the Jewish community, I often think of the question as, is the cup half-full or half-empty? When I started in Yachad, there was essentially no awareness in the Jewish community that we had children and adults with disabilities. Forget inclusion, we didn’t know they existed. I like to think that in the 30+ years of Yachad’s existence, more than anything else, we were responsible for creating this awareness of the disabled community. There’s a tremendous amount of forward momentum. Thirty years is nothing historically, but we’ve accomplished a great deal in that short period. But, there is still a huge amount of ignorance and there isn’t inclusion in the way it should be. We still don’t have the appreciation that every human being is created in the Tzelem Elohim, God’s image. Society needlessly creates roadblocks, so while we have made progress, we still have a long way to go. The fact that Touro is launching this program to prepare Jewish educators in Jewish special education is evidence of how far we’ve come. Offering a master’s in this field is long overdue. In the Jewish community, we have an almost desperate need for trained, credentialed professionals. Very often, children with disabilities—those who most need educated teachers—are taught specifically by rabbis without that training. We believe that the master’s program will have a long-term impact on, not just for Jewish special education, but all Jewish education. If we can turn out a cadre of well-trained teachers, working in both special education and mainstream day schools, it will have a tremendously positive impact on Jewish education.

At the end of the day, what we’re talking about is teaching children. One of the goals of both the program and NAIM is to help everyone understand that when it comes to a child with a disability, these are children first and foremost. When it comes to their rich and beautiful heritage, it’s not about a child with a disability, it’s about a boy named Chaim or a girl named Sara and they just happen to be ability diverse. Every Jewish child is entitled to a Jewish education and I think that this program is a significant step in moving us much further in this direction.

You mention the need for Jewish educators in special education. What is different about the Master of Science in Jewish Childhood Education and Special Education as opposed to a regular master’s in special education?

It’s different in several ways: our program is grounded philosophically in a Jewish Torah perspective. The framework of our program is that we have to teach all Jewish children to facilitate them coming closer to HaKodesh Baruch Hu (God) and following the Torah. Practically speaking, this means our curriculum will focus on how to teach Jewish subjects and values to children who have special needs. For example, how do you teach Talmud to a child who has ADHD or a learning disability? How do you teach Jewish history and Chumash (Five Books of Moses) from a sound pedogeological practice? While our graduates will also know how to teach secular subjects, we will be focused on how to teach limudei kodesh (religious) subjects.

Is the program geared towards the Orthodox Jewish community or the general Jewish community?

It’s geared towards the entire Jewish community, though it is somewhat focused on teaching in yeshiva day schools. There are sensitivities particular to the Orthodox community, but what we teach will be relevant and meaningful to anyone engaged in Jewish education, formal or informal, Conservative, Reform or Orthodox.

On a more general note, how can we practice inclusion?

Inclusion is all about our attitude: do we view each other as all human beings with something to share? Do we assume that everybody wants to participate in the community? It’s not chesed (kindness) to allow those with disabilities into the community; everyone has a right to be in the community. Inclusion represents those things and works towards building, maintaining and enhancing a community so that everyone can participate. It’s just as easy to build a ramp into the synagogue as it is to build steps, but we don’t do that naturally. During the large exodus of Russian Jews from the Soviet Union in the 80s and 90s, there was a push by many synagogues to have siddurim translated into Russian. There isn’t that same effort when it comes to having siddurim translated into braille to allow and invite people who are visually impaired into our community. Every Jewish adult is entitled to participate in the community as much as they want.

How can a person, as an individual, help with inclusion?

Anyone can make a difference. There isn’t a single Jewish community or synagogue that doesn’t have people with disabilities. I think individuals can practice situational awareness: look around their synagogue and engage and welcome individuals who have difficulties, be it mental, intellectual or physical. If you’re a parent, NAIM is an opportunity to have a conversation about disabilities with your child. If you work in a school, it’s an opportunity to talk to your students about the different strengths that we possess.

It’s as simple as being aware and welcoming. If you are willing to do a little bit more, think about the systems and communal structures we have: Are they welcoming? If they aren’t, how can we change that? If they are welcoming, can we enhance them? Perhaps most of all, it’s asking these individuals with disabilities what they need and want and how included they feel.