yachad special education conference

INTERNATIONAL INCLUSION & SPECIAL EDUCATION CONFERENCE

VETERANS DAY, TUESDAY, NOVEMBER 11, 2014

MAYBE WE SHOULD

TEACHTHE WAY THEY

LEARNKEYNOTE SPEAKER: DR. ROSS GREENE, HARVARD UNIVERSITY MEDICAL SCHOOL

FEATURED SPEAKERS: DR. BILL ATWOOD, DR. KATHY JOHNSON, DR. JEFFREY LICHTMAN, DR. JAY LUCKER, DR. CLARISSA WILLIS

MANHATTAN DAY SCHOOL – 310 W 75TH STREET, NEW YORK, NEW YORK 10023

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VETERANS DAY TUESDAY, NOVEMBER 11, 2014

8:00 AM - 4:45 PMManhattan Day School

310 W. 75th StreetNew York, NY 10023

FEE: $120 PER EDUCATORTO REGISTER VISIT: WWW.YACHAD.ORG/SPECIALEDCONFERENCE

Please contact our office for pricing for attendance of 3 or more professionals from the same institution at 551.404.447 / 212.613.8127 or [email protected]

Collaboration to provide the best possible Jewish, general, and special education for all students regardless of learning challenges or disabilities.

If A Child Cannot Learn

THE WAY WE TEACH, Maybe We Should Teach

THE WAY THEY LEARN

THE INTERNATIONAL JEWISH RESOURCE CENTER FOR INCLUSION AND SPECIAL EDUCATION PRESENTS

INTERNATIONAL INCLUSION & SPECIAL EDUCATION CONFERENCE

WHERE WE ARE:Baltimore, MD • Chicago, IL • Cleveland, OH • Dallas, TX Denver, CO • Detroit, MI • Houston, TX • Los Angeles, CA

New England • Omaha, NE • South Florida • St. Louis, MO Toronto, ON, Canada • Israel

AND COMING TO YOUR COMMUNITY SOON…

Name ____________________________________________________________________

School ____________________________________________ Grade _______________

Address ___________________________________________________________________

Phone ___________________________ Email _________________________________

Keynote Address: Dr. Ross Greene 9:00-10:30 am

______yes ____no

Workshop I 10:45 am - 12:15 pm

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Workshop II 12:45 - 1:45 pm

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Workshop III 2:00 - 3:15 pm

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Workshop IV 3:30 - 4:45 pm

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All participants are asked to bring a laptop and/or an iPad.

THE INTERNATIONAL JEWISH RESOURCE CENTER FOR INCLUSION AND SPECIAL EDUCATION – YACHAD/NJCD

PROFESSIONAL DEVELOPMENT CONFERENCETUESDAY, NOVEMBER 11, 2014

PLEASE REGISTER BY OCTOBER 29TH AT WWW.YACHAD.ORG/SPECIALEDCONFERENCE

SUMMER & BIRTHRIGHT PROGRAMS NATIONAL PROGRAMMING

since

1983

20122014

YACHAD HAS BEEN PROMOTING INCLUSION ACROSS THE GLOBE

35% INCREASE IN MEMBERSHIP OVER THE LAST TWO YEARS

16,000congregants

10,000 studentsHAVE PARTICIPATED IN YACHAD

SENSITIVITY TRAINING

5,000 professionalsHAVE ATTENDED CONTINUING ED.

CONFERENCES SINCE 2005

IN COMMUNITIES ACROSS THE USA BENEFIT FROM INCLUSION

PROGRAMS AND EVENTS

FAMILY & CLINICAL SERVICES

5,000 FAMILY MEMBERS

INVOLVED IN SUPPORT GROUPS

670 YOUNG ADULTS

WILL JOIN YACHAD THIS SUMMER

400 SHABBATONIM

IN THE PAST TWO YEARS

MEMBERS IN DATING & MARRIAGE SKILLS CLASS

SPECIAL-NEEDS ADULTS JOINED TAGLIT-BIRTHRIGHT ISRAEL TRIPS

200+ SOCIAL SKILLS

CLASSES

24 campers ON THE 1ST YAD

B’YAD TRIP IN ‘96

160 campers ON YAD B’YAD

SUMMER ‘14

60% increase IN COUNSELING

SERVICES SINCE 2012

27

485

ADULT & VOCATIONAL SERVICES

3,000 mishloach manotWERE SENT IN 2014 FROM YACHAD’SNEW INITIATIVE, YACHADGIFTS.COM

236 recreational eventsWERE HOSTED ACROSS AMERICA BY

NATIONAL CHAPTERS IN 2013

60 special-needs adultsIN DAILY DAYHAB JOB-TRAINING PROGRAMS

150 young adultsADVOCATED FOR DISABILITY RIGHTS IN D.C.

DESIGNED BY ELLIANNA SCHWAB

WITH DISABILITIES CAME TO YACHAD JOB FAIRS

1,200job-seekers

ARE MEMBERS OF 55 N. AMERICAN CHAPTERS

4,200 families

INTERNATIONAL INCLUSION AND SPECIAL EDUCATION CONFERENCE8

9:00 - 10:30 AM

Keynote Address: Collaborative & Proactive Solutions Dr. Ross Greene

10:45 AM - 12:15 PM WORKSHOP I

W1 Teaching Young Children with Autism Spectrum Disorders Dr. Clarissa Willis

W2 Worth the Work! Creating Big Book Part I Basya Wollf

W3 Classroom Management: The Explosive Child Dr. Ross Greene

W4 The One Penny White Board: Making Learning Visible Dr. Bill Atwood

W5 Memory and Learning Dr. Joel Dickstein

W6 What Science Tells Us about Hebrew Reading Instruction Eyal Rav-Noy

W7 Taking the IEP Off the Bookshelf Rabbi Elisha Paul & Rabbi Uri Meyers

W8 Essential Elements of Instruction Rabbi Naphtali Hoff

W9 Brain Development and Overcoming Reading, Writing, and Math Struggles Dr. Kathy Johnson

W10 Top Ten Apps for Inclusive Classrooms Deborah Nagler

W11 Part 1: What are Auditory Processing Disorders Really About? Dr. Jay Lucker

12:15 - 12:45 PM

Lunch

12:45 - 1:45 PM WORKSHOP II

W12 Literacy Lessons with Special Needs Adaptations Dr. Clarissa Willis

W13 Worth the Work! Creating Big Books Part II Basya Wollf

W14 The Roadmap from Reading Failure to Success Dr. Kathy Johnson

W15 Teaching Academics to Students with ASD Dr. Robin Brewer

W16 Why Yoni Can’t Read Fran Pearlman & Anat Maimon-Reznik

W17 Three-Tiered Methodology Part I Rabbi Reuven Elkins

W18 Computation Using Alternative Algorithms Fred Nagler

Program a t a Glance

INTERNATIONAL INCLUSION AND SPECIAL EDUCATION CONFERENCE 9

W19 Assistive Technology: Torah Study Ba’asher Hem Sham Deborah Nagler

W20 Teaching Social Skills to Students with Disabilities Dr. Jeffrey Lichtman

W21 Differentiated Instruction: Accommodating Learning Differences Dr. Joel Dickstein

W22 Part 2: Auditory Processing Disorders (APD) vs. Other Problems Dr. Jay Lucker

2:00 - 3:15 PM WORKSHOP III

W23 Learn Every Day: Incorporating Math, Science, Social Studies, Literacy, Creativity, and Social Emotional Development into Multi-Sensory Learning Environments Dr. Clarissa Willis

W24 Creating an Emotionally Safe Environment for ALL Learners Basya Wollf

W25 What’s the Big Idea? Writing a 10% Summary Dr. Bill Atwood

W26 Building & Utilizing a Jewish Resource Room within Your School Rabbi Yaakov Aichenbaum

W27 Addressing Sensory Needs in Students with ASD Dr. Robin Brewer

W28 Three-Tiered Methodology Part II Rabbi Reuven Elkins

W29 Taking the IEP off of the Jewish Bookshelf Rabbi Elisha Paul & Rabbi Uri Meyers

W30 The Kriah Conundrum: What Are We Doing Wrong? Eyal Rav-Noy

W31 Brain-Based Learning: How to Teach So That Your Students will Learn Rabbi Naphtali Hoff

W32 The Roadmap from Dysgraphia to Success Dr. Kathy Johnson

W33 Part 3: Remediating APD Related to Phonological Awareness and to Auditory Distractibility and Sensitivities Dr. Jay Lucker

3:30 - 4:45 PM WORKSHOP IV

W34 Vocabulary! The Key to Everything Dr. Bill Atwood

W35 Teaching Social Skills to Students with ASD Dr. Robin Brewer

W36 Hands on Manipulatives in Math Fred Nagler

W37 The Reznik Mind Body Hebrew Teaching System Anat Maimon-Reznik & Fran Pearlman

W38 How to Design Modified Limudei Kodesh Programs in the Inclusive Classroom Rabbi Yaakov Aichenbaum

W39 Teaching Students with ADHD in the Inclusive Classroom Dr. Jeffrey Lichtman

W40 Rubrics: Redefining Assessment Rabbi Naphtali Hoff

W41 Social Skills - They are Essential and Can Be Taught Dr. Joel Dickstein

W42 Getting through the Day Dr. Ross Greene

W43 Part 4: Remediation APD Related to Lexical (linguistic) Processing, Organization, and Memory Problems Dr. Jay Lucker


8:00 - 9:00 AM

9:00 - 9:15 AM | WELCOME

9:15 - 10:30 AM | KEYNOTE ADDRESS

Registration, Breakfast, Shacharit

Batya JacobDirector, International Jewish Resource Center

for Inclusion and Special Education

Collaborative & Proactive Solutions: The Next Generation of Solving Problems Collaboratively In the Classroom

Dr. Ross GreeneHarvard University Medical School

Dr. Ross Greene first described his model in his book, The Explosive Child, and more recently in his book, Lost

at School. Based on research in the neurosciences over the past 30-40 years, his empirically-supported model

posits that challenging behavior is the result of lagging cognitive skills, especially in the domains of flexibility/

adaptability, frustration tolerance, and problem-solving. The model helps adults and kids collaboratively solve

the problems precipitating challenging behavior, while simultaneously teaching lagging skills. The model,

which represents a dramatic departure from conventional wisdom and practice, has been found to be highly

effective in an array of settings, including families, general and special education schools, therapeutic group

homes, and inpatient, residential, and juvenile detention facilities. Participants in this workshop will leave

with an understanding of the underpinnings of the model, along with practical assessment and intervention

tools that can be brought back to and used in these diverse settings.


TEACHING YOUNG CHILDREN WITH AUTISM SPECTRUM DISORDER: STRATEGIES THAT WORK!Clarissa Willis, PhDUniversity of Southern Indiana

The purpose of this presentation is to help participants learn strategies for working with children with autism while partnering with families. Emphasis will be placed on communication with families and family involvement. In addition, participants will learn strategies that relate to children with autism that can be taken back and used in a variety of settings.

WORTH THE WORK! CREATING BIG BOOKS IN THE CLASSROOM - PART IBasya Wollf Bais Yaakov of Queens

Get ready for a new experience of creating books in Hebrew for young children. Activity based on theory that works! Familiarity with basic Hebrew vocabulary required. Photos of your students a plus!

CLASSROOM MANAGEMENT: THE EXPLOSIVE CHILD Dr. Ross GreeneHarvard University Medical School

Dr. Ross will continue his discussion with practical classroom adaptations. In this workshop he will identify lagging skills and unsolved problems as well as discuss keeping track of behavior using the Plan B Flowchart.

THE ONE PENNY WHITE BOARD: MAKING LEARNING VISIBLEDr. Bill AtwoodCollins Education Associates

Checking for understanding and giving timely feedback may be the most powerful tools that teachers have. In this workshop, teachers will learn how to use a simple, low cost, low tech, transparency

10:45 - 12:15 PM | WORKSHOP I

sleeve to evaluate and promote student learning. The One Penny Whiteboard is a tool that can be used in any subject by any student and has the power to dramatically improve student learning.

MEMORY AND LEARNING Dr. Joel Dickstein Senior Consultant of the National Education Resource Center of P’TACH

So much of school and life is remembering things. Even when imparting critical thinking skills, the base knowledge must be “available”. It is therefore a conspicuous omission that we often do not teach the skills that students need to become better “rememberers”. We will investigate different types of memories as they relate to individual learning styles and challenges. We will also discuss some of the techniques that both teachers and students can use to better address this essential skill.

WHAT SCIENCE TELLS US ABOUT HEBREW READING INSTRUCTION Eyal Rav-NoyCap It!

Although Hebrew is a perfect and decodable alphabet, many educators still struggle to find the perfect recipe for success, and as a result, too many students go through the system without the requisite reading skills they need to succeed. This is because for millennia Hebrew reading instruction was based on whim and anecdotal experience. But times have changed. In this lecture we explore the scientific body of evidence on proper reading instruction, and draw some common sense conclusions in relation to Hebrew reading.

TAKING THE IEP OFF THE BOOK SHELFRabbis Elisha Paul & Uri MeyersHead of School & Head of Middle School, Sulam

Learn how to use an IEP to inform the entire school day for learning and tracking student progress in the General Studies classroom.

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12:15 - 12:45 PM

Lunch

ESSENTIAL ELEMENTS OF INSTRUCTIONRabbi Naphtali HoffConsultant, Limudei Kodesh Special Educator

In this workshop, we will learn the eight essential components of every class lesson, based on the research of Madeline Hunter. These include identifying and articulating the learning objective as well as checking for understanding and providing closure. We will also discuss horizontal learning, a technique that reduces strain on working memory, increasing student clarity and retention.

BRAIN DEVELOPMENT AND OVERCOMING READING, WRITING, AND MATH STRUGGLES Dr. Kathy JohnsonPremier Education Solutions Based on the latest in brain science, learn how Ms. Johnson has helped children and adults overcome such learning issues as reading, writing, and math struggles. Because the brain does not segment these out, such issues as ADD and anxiety have been improved as well. There is no silver bullet, but rather there is a methodology and hierarchy she has used over the last 14 years. Ms. Johnson will review the Pyramid of Potential, which includes mind and body health, neurodevelopment and the primitive reflexes, sensory development including auditory and visual development, cognitive development, and finally academics. The brain is plastic, and you will walk away knowing how to rewire it!

TOP TEN APPS FOR INCLUSIVE CLASSROOMSDeborah NaglerGratz College, Hebrew College

The 21st century classroom must accommodate students with a variety of learning styles and special needs. Technology offers tools that can help support differentiated instruction. This hands-on workshop will explore a number of applications that can be used to engage and instruct in an inclusive classroom.Registration is limited to 15 participants.

PART 1: WHAT ARE AUDITORY PROCESSING DISORDERS REALLY ALL ABOUT?Dr. Jay LuckerHoward University

Dr. Lucker will be presenting a four-part presentation on auditory processing disorders. The overview will help educators and other professionals understand what auditory processing disorders are really all about; how we can identify auditory processing problems in children and differentiate them from other factors such as attention disorders like ADHD; what we can do to help children with auditory phonemic processing difficulties affecting reading and spelling, problems listening and functioning in noisy situations, and difficulties overcoming sensitivities to sound. The final part of the presentation focuses on helping children better process verbal information they hear, organize that information, and remember and recall that information when needed.The focus of this presentation is to help professionals and educators understand what is and what is not an auditory processing disorder. The traditional approach to auditory processing is that it is either a disorder in the auditory system or a language based problem. Both are partially correct, but too limited to really see what is involved with auditory processing. Dr. Lucker will present his system integrative approach that views auditory processing involving the entire central nervous system with the six primary systems involved including: the auditory system, the cognitive system, the language system, the central executive system, the emotional system, and the sensory monitoring/gating system. How we should assess auditory processing will also be discussed. The specific types of auditory processing disorders will also be presented based on this system integrative approach.

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LITERACY LESSONS WITH SPECIAL NEEDS ADAPTATIONSDr. Clarissa WillisUniversity of Southern Indiana

This interactive session is designed to help participants provide literacy lessons and classroom environments that encourage all learners to be active participants. Strategies that encourage collaboration and communication will be provided. In addition, participants will learn about simple adaptations for children with special needs as well as strategies for enhancing the literacy development of all students.

WORTH THE WORK! CREATING BIG BOOKS PART IIBasya WollfBais Yaakov of Queens

Get ready for a new experience of creating books in Hebrew for young children. Activity based on theory that works! Familiarity with basic Hebrew vocabulary required. Photos of your students a plus!

THE ROADMAP FROM READING FAILURE TO SUCCESSDr. Kathy JohnsonPremier Education Solutions

It’s rarely the method or the teacher that causes reading struggles. Ms. Johnson outlines the many layers of the onion called reading while integrating current brain science. She will use a case study of an 11-year old girl who went from Special Ed to an A in reading with no school support and no IEP in 12 months. There are many issues at play, and all must be in good working order to be able to decode easily, be a fluent reader, and comprehend what is read. This child had problems with all of these, but through specific targeting of each issue and using excellent and inexpensive programs, by the end, she was an excellent reader. You will leave the workshop armed with knowledge of what goes wrong and programs that are proven with experience!

TEACHING ACADEMICS TO STUDENTS WITH ASDDr. Robin BrewerUniversity of Northern Colorodo

No matter the setting (general education classroom or special education setting) students with autism must have access to general education curriciula. Strategies for teaching students math, literacy, science, and social studies will be demonstrated. Online resources will be shared as well as simple steps to modify general education content.

WHY YONI CAN’T READ Fran Pearlman & Anat Maimon-Reznik Mind Body Hebrew

Does Yoni really want to read? After Yoni studied Hebrew for a while he tried to read with no success. He felt frustrated, incapable, inadequate, bored, and discouraged. What was the problem? Was he indeed incapable and inadequate or did he simply lack the skills that would help him master reading? Yoni was unaware of his potential, unaware of how to utilize his skills, and thus was unable to thrive when it came to reading Hebrew. It is our job as educators to provide students like Yoni with the skills and tools for learning. Could Yoni walk, sit, or stand? Could Yoni talk? Could Yoni hold a ball? Could Yoni see a picture of an animal and correctly identify it? Could he listen to music and repeat the melody? Yoni did have a number of essential skills that if incorporated into the reading process could have proven extremely helpful! However, Yoni needed guidance in terms of how to utilize these skills and how to recognize what skills were missing. Our goal is to help Yoni learn how to read by identifying those missing skills, teaching them to Yoni, and showing him how to connect his newly acquired skills with the skills he already possesses. Furthermore, The Reznik Mind-Body Hebrew Teaching System strives to achieve this goal in the most stress-free and enjoyable way possible.

12:45 - 1:45 PM | WORKSHOP II

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accessible computer programs and different kinds of online applications that make Torah study accessible for students with learning disabilities and physical handicaps. Participants will explore a variety of resources in the growing field of Assistive Technology; experiment with examples of Assistive Technology (E.g. Microsoft, Apple tools, Firefox, & Google tools); and reflect on how these tools have specific application in the Limudei Kodesh classroom. No prior computer experience necessary. Registration limited to 15 participants.

TEACHING SOCIAL SKILLS TO STUDENTS WITH DISABILITIESDr. Jeffrey LichtmanInternational Director, Yachad/NJCD

This workshop will explain why social skills are the single greatest determinant to quality of life and success for individuals who have special needs. It will present ‘RBC’, the relationship building course as an effective model for teaching social skills to children & adults who have limited cognitive ability and/or developmental disabilities. It will further discuss how to teach social skills in various settings & formats i.e. within the context of a school classroom, groups etc.

DIFFERENTIATED INSTRUCTION: ACCOMMODATING LEARNING DIFFERENCES IN YOUR CLASSROOM Dr. Joel DicksteinSenior Consultant of the National Education Resource Center of P’TACH

Many of us are aware that sitting in our classrooms are students with different needs and different capabilities. Whether discussed as learning styles, multiple intelligences, “upper level” vs. “lower level” – we know that “one size does not fit all’. The question is how we go enhance the traditional approaches to teaching to tap the full potential of each learner in our class. This session invites participants you to explore these critical issue as we discuss the theory, and learn more about some of the approaches of differentiated instruction and assessment.

THREE-TIERED METHODOLOGY: PART I

Rabbi Reuven Elkins, MADirector, Hebrew Resource Room, Yeshiva K’tana of Manhattan and Merkaz L’Chinuch Ha Torah

How does a rebbe, morah or tutor focus on improving a student’s skills in the areas he or she needs, while ensuring that he or she keeps up with class? How can rebbeim and morot successfully teach even their weakest talmidim/talmidot to master the skills of reading, translating, and understanding “inside” the text -- Chumash, Rashi or Tanach; Mishna, or Gemara? In this introductory double session to The Three-Tier Methodology© the mainstream or resource rebbe or morah will learn a whole new way to approach teaching a text, allowing the talmid/talmida to independently read, teach and comprehend the material while the rebbe/morah provides support. The Three-Tier Methodology© will bring all the talmidim/talmidot to full mastery of modified classroom material, as demonstrated in oral and written bechinot upon which all students perform 90% or above, from the first test. The approach, developed under the guidance of Rav Simcha Wasserman zt”l, is suited for classroom use or for individual tutorial, for students from the first through twelfth grades.

COMPUTATION: USING ALTERNATIVE ALGORITHMS Fred NaglerEducational Consultant

“If you can’t memorize the times tables, you’ll never be able to multiply large numbers.” NOT TRUE! Any child who can add and double CAN multiply large numbers. Do you have a student having trouble with subtraction when there is borrowing/exchange present? Come and see how YOU can have the student do the problem without borrowing/exchange. We will explore a number of alternate algorithms that can be used when a student is having trouble with computation.

ASSISTIVE TECHNOLOGY: TORAH STUDY BA’ASHER HEM SHAMDeborah NaglerGratz College, Hebrew College

This hands-on workshop will focus on free, easily

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PART 2: AUDITORY PROCESSING DISORDERS (APD) VS. OTHER PROBLEMS Dr. Jay LuckerHoward University

Once we see a child who is having problems “lis-tening” and “processing” what is heard, how do we differentiate between this being an APD issue as opposed to other problems such as executive functioning difficulties, ADHD, autism spectrum disorder, primary emotional difficulties, language disorders, and general cognitive processing diffi-culties? In this part of the presentation, Dr. Lucker will define and describe each of these issues and will show how many of the symptoms overlap. Dr. Lucker will explain the use of an inventory that can be used to help differentiate whether concerns

we have are more related to possible APD problems or to problems in these other areas. Characteristic behaviors and what things the teacher, parents, and professionals can do to help differentiate between these problems will be discussed.

2:00 - 3:15 PM | WORKSHOP III

LEARN EVERY DAY: INCORPORATING MATH, SCIENCE, SOCIAL STUDIES, LITERACY, CREATIVITY AND SOCIAL EMOTIONAL DEVELOPMENT INTO MULTI-SENSORY LEARNING ENVIRONMENTS FOR ALL CHILDRENDr. Clarissa WillisUniversity of Southern Indiana

This presentation uses a strengths based approach to discuss how to plan developmentally appropriate activities that respect individual differences, honor every child’s culture and recognize that family members are equal partners in a child’s education. Research based developmentally appropriate practices and creating nurturing environments that support all learners will be the basis for this presentation. Each participant will receive a packet of activities to take back and implement in the classroom.

CREATING AN EMOTIONALLY SAFE CLASSROOM CLIMATEBasya Wollf Bais Yaakov of Queens

We know the way adults and children come into a classroom, impacts learning. We will explore many strategies for successful years of learning in emotionally safe environments where we can teach and nurture our students.

WHAT’S THE BIG IDEA? WRITING A 10% SUMMARYDr. Bill Atwood Collins Education Associates

Research requires the ability to understand and summarize texts. In fact, a 2007 Carnegie Study (Graham and Perlin) ranked summarizing as the second most effective strategy to improve adolescent writing. However, summarizing is difficult for students, so in this workshop

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1:45 PM

Mincha

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THREE-TIERED METHODOLOGY: PART IIRabbi Reuven Elkins, M.A.Director, Hebrew Resource Room, Yeshiva Ketana of Manhattan and Merkaz L’Chinuch HaTorah.

How does a rebbe, morah or tutor focus on improving a student’s skills in the areas he or she needs, while ensuring that he or she keeps up with class? How can rebbeim and morot successfully teach even their weakest talmidim/talmidot to master the skills of reading, translating, and understanding “inside” the text --Chumash, Rashi or Tanach; Mishna, or Gemara? In this introductory double session to The Three-Tier Methodology© the mainstream or resource rebbe or morah will learn a whole new way to approach teaching a text, allowing the talmid/talmida to independently read, teitch and comprehend the material while the rebbe/morah provide support. The Three-Tier Methodology© will bring all the talmidim/talmidot to full mastery of modified classroom material, as demonstrated in oral and written bechinot upon which all students perform 90% or above, from the first test. The approach, developed under the guidance of Rav Simcha Wasserman zt”l, is suited for classroom use or for individual tutorial, for students from the first through twelfth grades.

TAKING THE IEP OFF THE JEWISH BOOKSHELFRabbis Elisha Paul & Uri MeyersHead of School & Head of Middle School, Sulam

Learn how to use an IEP to inform the Judaic studies part of the school day and for tracking student progress using educational portfolios.

THE KRIAH CONUNDRUM: WHAT ARE WE DOING WRONG?Eyal Rav-Noy Cap It!

Year after year a large percentage of students fail to learn to read Hebrew accurately and fluently. These students struggle for months, even years, astonishingly, no common-core standards are used to teach, evaluate, and remediate students. Instead, there are almost as many methods and curricula for Hebrew reading instruction as there are teachers.

teachers will learn to use an assignment called The 10% Summary. This assignment gives students of all abilities the necessary practice to find main ideas and then summarize clearly without copying large chunks of text. Teachers will learn how to incorporate this strategy for both fiction and non-fiction texts.

BUILDING AND UTILIZING A JEWISH RESOURCE ROOM WITHIN YOUR SCHOOL Rabbi Yaakov AichenbaumDirector, Jewish Resource Center, Scranton Hebrew Day School

In spite of the considerable attention that special education has received in recent years, many schools do not have a properly staffed research-based Jewish Resource Room. In this presentation, you will learn how to establish a Jewish Resource Room in your school. You will learn about the significant strides that students can make both academically, emotionally, and behaviorally when their needs are properly addressed in a resource room. Among the many topics that will be addressed is professional training for resource personnel, referral procedures, assessments, determining educational goals, collaborating with staff members, and social stigma. A second focus of this presentation is how a resource room can help the classroom teacher. A resource room is not just a resource for the students, but also a resource for the whole school. We will show you how a resource room can help design modified/adapted curricula, provide alternative testing sites, monitor classroom kriah, assess classroom performance, etc. You will learn that when the resource room and teachers utilize each other, it is a win-win situation.

ADDRESSING SENSORY NEEDS IN STUDENTS WITH ASDDr. Robin BrewerUniversity of Northern Colorado

Everyone has sensory needs but students with autism may have more intense needs. Learn how to imple-ment simple strategies to meet the sensory needs of students using low-cost materials. Participants will make a sensory item to use in the classroom.

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In this lecture we look at the most common misconceptions and misconceived strategies that exist in the current reigning models of Hebrew reading instruction.

BRAIN-BASED LEARNING: HOW TO TEACH SO THAT YOUR STUDENTS WILL LEARNRabbi Naphtali HoffEducational Consultant

Use our increased knowledge of the brain and its functions to guide class preparation and structure, while enhancing student learning and retention. Items to be addressed include: basic brain structure and functionality, various student learning styles or intelligences and strategies to maximize classroom effectiveness.

THE ROADMAP FROM DYSGRAPHIA TO SUCCESSDr. Kathy JohnsonPremier Education Solutions

Writing issues: holding the pencil awkwardly, poor handwriting, trouble getting information out and onto paper, writing only on the right side of the paper, or handing in a draft where there is no capitalization, punctuation, or

spacing, and the spelling is atrocious. Where did they come from? Mostly they were always there; the brain was never developed to overcome these problems. Ms. Johnson will demystify these issues for you, and teach you exactly how to do some brain training that you will be able to implement the very next day!

PART 3: REMEDIATING APD RELATED TO PHONOLOGICAL AWARENESS AND TO AUDITORY DISTRACTIBILITY AND SENSITIVITIESDr. Jay Lucker Howard University

Now that the child has been identified as having a specific type of APD, and that type is related to phonological processing or auditory distractibility and sensitivity, what needs to be done to help the child deal more successfully with, and hopefully, overcome the problem? This part of the presentation will discuss children with auditory phonological processing deficits (also known as phonemic awareness problems) and children with auditory distractibility and sensitivity problems. Specific accommodations appropriate for each of these difficulties as well as specific activities and programs to help these children will be discussed. The basis will be evidence-based research that supports the programs and activities discussed.

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3:30 - 4:45 PM | WORKSHOP IV

VOCABULARY! THE KEY TO EVERYTHING Dr. Bill AtwoodCollins Education Associates Maybe it’s not the key to everything, but educational researcher Robert Marzano and many others, have written about the critical importance of academic vocabulary for success in school. Direct instruction of vocabulary can yield remarkable results for students, especially special education students. This fast-paced,

interactive workshop will offer several simple but powerful strategies to help students learn, use, and remember key vocabulary words in all subjects.

TEACHING SOCIAL SKILLS TO STUDENTS WITH ASDDr. Robin BrewerUniversity of Northern Colorado

Social skill instruction is needed for students

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syllable. It is through this union that the Hebrew language comes to life. The Reznik Mind-Body Hebrew Teaching MethodTM utilizes movement and imagination to aid students in their ability to learn Hebrew. Such techniques support children’s auditory and visual channels and can assist children in better understanding the symbols that represent the vowels’ sound. By engaging in this alternative, playful, and sensory method, children are able to regain their confidence, connect with one another, and learn how to read with ease.

HOW TO DESIGN ADAPTED MODIFIED LIMUDEI KODESH PROGRAMS FOR CHILDREN WITH SPECIAL NEEDS IN THE MAINSTREAM CLASSROOM AND IN THE RESOURCE ROOM Rabbi Yaakov AichenbaumDirector, Jewish Resource Center, Scranton Hebrew Day School

Mechanchim are aware that children with special needs often require adaptations and modifications in their curriculum in order to function to their capacity in the mainstream classroom and in the resource room. Unfortunately, many mechanchim have minimal training in how to design and implement such programs. Likewise, even resource room personnel sometimes do not know how to determine and prioritize the many goals that need to be considered in order to design an effective program. This workshop will address the following points: 1. How to evaluate areas of weakness and strength; 2. How to determine short-term and long-term goals; 3. How to build skills in the mainstream classroom and resource room; 4. How to design modified tests and assignments; 5. How to motivate children with special needs to cooperate with these accommodations and 6. How to explain to children why they need accommodations. Participants in the workshop will gain many practical methods and techniques tthey can use to help children with special needs to excel in all areas of limudei kodesh including kriah, chumash, and gemara. An emphasis will be placed on having long-term vision in order to build the skills that the child is lacking even though short-term classroom goals might be sacrificed in the interim.

with ASD to teach them how to navigate social situtations. Social Stories©, social videos, the 5-Point Scale, and PowerCards are among the strategies that are effective for students with autism. Examples will be provided and participants will practice developing social interventions.

HANDS ON MANIPULATIVES IN MATH

Fred NaglerMath Consultant

Many students, not only students with disabilities, have trouble grasping abstract concepts. We will use manipulative materials and pictorial representation to prepare students for the abstract. Among the materials we will use are Base Ten Blocks, Squared Material, Geoboards and Dot Paper, Hands-On Equations and finger multiplication.

THE REZNIK MIND-BODY HEBREW TEACHING SYSTEMAnat Maimon-Reznik & Fran PearlmanMind Body Hebrew

The Reznik Mind-Body Hebrew Teaching SystemTM is built on the belief that students learn to read Hebrew through a variety of techniques. In this way the system separates itself from many teaching practices built on conventional and traditional beliefs about learning. By encouraging students to experience Hebrew through their senses and through physical movement both the students and their peers become active agents in their learning process. Students are relieved of the pressure and frustration of learning a new language as they become immersed in this fun, physical, interactive, and sensory experience. When learning Hebrew, in addition to having problems with letter recognition, students have a particularly difficult time remembering vowels. The Reznik Mind-Body Hebrew Teaching MethodTM strives to address the struggles students face in connecting consonants and vowels, a common phenomenon amongst native English speakers accustomed to vowels being part of their alphabet. In contrast to English, Hebrew is a Semitic language in that vowels are like musical notes (ah, ea, eh, oo, oh). Each vowel represents a different sound and when connected to a letter becomes a

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TEACHING TO STUDENTS WITH ADHD IN THE INCLUSIVE CLASSROOMDr. Jeffrey LichtmanInternational Director, Yachad/NJCD

Working effectively with students who have ADHD. Through case studies the teacher will better understand the child who has ADHD, and what the teacher should and should not do to provide meaningful instruction within the context of the mainstream classroom.

RUBRICS: REDEFINING ASSESSMENTRabbi Naphtali Hoff Educational Consultant

Rubrics are a wonderful assessment tool, providing students with meaningful, specific feedback about their knowledge and performance. This session will describe what rubrics are, the benefits of using them, and how to create and employ them in the classroom setting. We will also explore ways in which the rubric can actually enhance instruction, providing students with a valuable guide and critic as they formulate and produce their work.

SOCIAL SKILLS – THEY ARE ESSENTIAL AND CAN BE TAUGHTDr. Joel DicksteinSenior Consultant of the National Education Resource Center of P’TACH

All facts of a student’s life are impacted by the use of social skills. For most children these skills are “picked up along the way”; but for others, they

are not and this deficit becomes debilitating in both the social and academic realms. It is the goal of this workshop to explore this issue and discuss alternative means to addressing it effectively.

GETTING THROUGH THE DAYDr. Ross GreeneHarvard University Medical School

In this workshop Dr. Greene will discuss specific needs of the students with language processing and communication delays. Emphasis will be given to medication management and resistant behavior in the classroom.

PART 4: REMEDIATION APD RELATED TO LEXICAL (LINGUISTIC) PROCESSING, ORGANIZATION, AND MEMORY PROBLEMSDr. Jay LuckerHoward University

At the higher levels of auditory processing, children with these deficits have more problems dealing with linguistic information. They may have problems getting the right (key) words or integrating pieces to form the whole. They may have problems organizing verbal information and remembering and recalling information. This part of the presentation will discuss specific activities and accommodations appropriate for children with these types of APD problems.

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20 INTERNATIONAL INCLUSION AND SPECIAL EDUCATION CONFERENCE

ROSS W. GREENE, Ph.D. is the originator of the Collaborative Problem Solving approach (now known as Collaborative & Proactive Solutions) and author of the books The Explosive Child and Lost at School. He is also Associate Clinical Professor in the Department of Psychiatry at Harvard Medical School, on the teaching faculty at Cambridge Hospital, Adjunct Associate Professor in the Department of Psychology at Virginia Tech, and Senior Lecturer in the school psychology program in the Department of Education at Tufts University.

Dr. Greene is the founder of the non-profit Lives in the Balance (www.livesinthebalance.org), which aims to disseminate his model through no-cost web-based programming and provide support to and advocacy on behalf of caregivers of behaviorally challenging kids.

His research has been funded by the Stanley Research Institute, the National Institutes of Mental Health, the U.S. Department of Education, and the Maine Juvenile Justice Advisory Group. He consults extensively to families, general and special education schools, inpatient psychiatry units, and residential and juvenile detention facilities, and lectures widely throughout the world.

Our Keynote Presenter

21INTERNATIONAL INCLUSION AND SPECIAL EDUCATION CONFERENCE

DR. KATHY JOHNSON has her bachelor‘s degree in business, and her Master’s degree in Curriculum Development and Instructional Technology, but her best teachers were her students. While working with several students on their reading struggles, she found an excellent program that brought their decoding abilities to grade level in a matter of months. Yet, some could not read the text in grade level books, so she began her exploration into the trainings and therapies that brought students success. Many increased their IQ and no longer required extra services. Kathy received training in order to bring these therapies to others which included Primitive Reflex Training by Samuel A. Berne, OD; Therapeutic Listening by Sheila Frick; Samonas Listening by Jill Stowell; PACE by Learning Rx; Phono-Graphix by Read America; Irlen Syndrome; Brain Gym 101; and An Introduction to Rhythmic Movement.

In 2000, Kathy started The Hunter School for struggling students, in which she and her assistant taught third through eighth graders required academics while remediating their struggles through therapy during the school hours. In 2002, she started an educational consulting business to screen and remediate students individually. Since then she has also given lectures and workshops to individuals and schools, been a guest on internet talk radio shows, and wrote the Pyramid of Potential DVD/Workbook Series for families and Growing Brains Everyday Curriculum for Teachers. In 2010, her book, The Roadmap From Learning Disabilities to Success was published.

Mrs. Johnson earned her Master’s degree from the State University of New York at Albany where she instructed faculty and staff in the use of computers, was an Adjunct Professor at Schenectady County Community College, and taught at The Adirondack School of Northeastern New York. Today, She gives professional development on Dyslexia, Dyscalculia and Dysgraphia through Premier Education Solutions & CMI Education Institute, to schools and to private clinics and institutions. She continues her work with families, and she and her husband live in Saratoga Springs, New York.

DR. BILL ATWOOD is a Collins Education Associate who has over 20 years experience in public and private schools and is a recipient of a Presidential Award for excellence in Math and Science Teaching. His books, How Did You Get That? Improving Open Responses in Math (Collins Education Associates published 2011), Tell a Story About a Time: Improving Narrative Writing (to be published 2014), Convince Me: Lessons to Improve Opinion and Argument Writing (2014) and a dynamic DVD, Math Words In Motion: Improving Math Vocabulary (2013), describe strategies that improve both thinking and writing skills.Bill is a national presenter known for his sense of humor, enthusiasm, and ability to focus on practical ideas that teachers can implement easily. Bill is part of the graduate faculty at Salem State College, Endicott College, and Worcester State College in Massachusetts.

Bill lives in Milton, Massachusetts with his wife and three children.

O U R F E A T U R E D P R E S E N T E R S

DR. JEFFREY LICHTMAN is the International Director of Yachad, The National Jewish Council for Disabilities (NJCD), Dean of IVDU Schools, Director of the NJ Association of Jewish Day Schools and a consultant to schools and agencies working with individuals who have special needs.

A school psychologist with many years of experience in both regular and special education, Dr. Jeff has masters’ degrees in school psychology and education from St. Johns University and NYU. He received his undergraduate and rabbinical training from Yeshiva University, where he completed his doctorate as well. His areas of expertise include individual & group counseling, social skills training, facilitating Inclusion & Teacher training.

He is a member of the New Jersey Department of Education Non Public School Advisory Commission and Past President of the Joseph Kushner Hebrew Academy. He resides in West Orange, NJ with his wife Helen.


DR. JAY R. LUCKER is an Associate Professor in the Department of Communication Sciences and Disorders at Howard University, Washington, DC. He teaches courses on Speech and Hearing Science and various research courses at the master’s and doctoral levels. He also is actively involved with students at both the master’s and Ph.D. level in completing research projects and mentoring individual and group research including dissertations for their Ph.D.s.

Dr. Lucker’s research specializes in various aspects of auditory processing disorders. Recently, he provided webinars as an invited presenter for both the American Academy of Audiology and the Speech-Language-Hearing Association of Virginia regarding auditory processing disorders in children. His most recent research has focused on auditory processing disorders in special populations including people with functional auditory processing disorders (fAPD) (published in SSW Reports, 2012; as part

of the AAA Webinar) and children with cognitive impairments (published in SSW Reports, 2013 and presented at the National Black Association for Speech-Language-Hearing 2012 convention). He has also recently published articles on understanding APD for school psychologists (published in The School Psychologist, 2012 [an APA journal]) and special education professionals (published in the Journal of the American Academy of Special Education Professionals, 2012) and for parents, educators and professionals in the Autism Notebook and on-line through the Special-ism.org organization website.

DR. CLARISSA WILLIS is an Associate Professor of Special Education at the University of Southern Indiana. Formerly she was the Senior Vice President of Education for Kaplan Early Learning Company. Dr. Willis is the senior author of Learn Every Day: The Program for Infants, Toddlers and Twos and Learn Every Day: The Preschool Curriculum, two new comprehensive curriculum projects.

She is the author of thirteen teacher resource books including Teaching Young Children with Autism Spectrum Disorder (Gryphon House), Inclusive Literacy Lessons (Gryphon House), Teaching Infants Toddlers and Twos with Special Needs (Gryphon House), The Early Childhood Classroom (Frog Street Press); My Child has Autism (Gryphon House), and Creating Inclusive Learning Environments for Young Children: What to do on Monday morning! (Corwin Press).

She has also written for McGraw Hill Early Childhood Division and the Scholastic RED training Project. Her research on autism and early childhood development has been published in journals such as Teaching Young Children and Young Children.

Dr. Willis is an active member of the National Association for the Education of Young Children (NAEYC) and the Association for Childhood Education International (ACEI). Dr. Willis was the Associate Director of the Center for Excellence in Early Childhood Development and Learning at East Tennessee State University for eight years. During that time she was Principal Investigator for Project TIES (a multi-year federal inclusion project), and directed the First District Tennessee Early Intervention System and the Tennessee State Technical Assistance Project.

She speaks nationally and internationally on topics such as brain research, early childhood special education and best practices in early childhood education. She was an invited guest at the President’s Conference on Brain Research and Early Childhood Education held at the White House in Washington, D.C. She earned a Ph.D. in Early Childhood Special Education from the University of Southern Mississippi in Hattiesburg, Mississippi.

Dr. Willis is a former kindergarten teacher and a licensed Speech Language Pathologist. She believes in the process of educating all children through exploration and discovery.


RABBI YAAKOV AICHENBAUM is the Director of the Limudei Kodesh Resource Room in the Scranton Hebrew Day School. He also maintains a private practice as an educational consultant and lecturer. He has presented workshops on various topics at national conventions as well as in individual schools. He is also the co-developer (together with Rabbi Dovid Freeman) of the “Laying the Foundation for a Lifetime of Learning Torah Independently” workshop series. Rabbi Aichenbaum and Rabbi Freeman are the authors THE LIST teacher’s manual and The Key to Chumash workbook series. Rabbi Aichenbaum is the developer of The Chumash Vocabulary Test©. This test is a diagnostic tool whose purpose is to assess individual and school-wide chumash vocabulary achievements. Rabbi Aichenbaum has conducted extensive research about the subjects of vocabulary acquisition and retention, overlearning and automaticity theory, and the effective use of flashcards. Most recently, he started The Online Limudei Kodesh Resource Room where he provides remedial help for students who do not have local services available. Rabbi Aichenbaum learned in Yeshivas Bais Moshe of Scranton and its Kollel for many years and he later earned his Master’s degree in special education and in elementary education from Felician College. He also trained under the internationally known special education consultant, Rabbi Shaul Klein. Many of his projects including workshop videos can be found on chinuch.org.

DR. ROBIN BREWER is an Associate Professor in the Division of Special Education at the University of Northern

Colorado (UNC) and is President of the Council for Exceptional Children (CEC). She previously was a Consultant at the Colorado Department of Education, where she coordinated the Behavior Support Teams for the state of Colorado and the Colorado Autism Task Force. Dr. Brewer has been at UNC since 2000 and teaches undergraduate and graduate level classes and is the coordinator of a graduate certificate program for teaching students with Autism/Significant needs. She has taught special and general education K-12 classes in Oklahoma and Colorado.

Dr. Brewer completed her Doctorate at the University of Northern Colorado focusing on behavioral support for students with autism/significant support needs. She is the co-author of Strategies at Hand: Quick and Handy Strategies for Working with Students on the Autism Spectrum and Strategies at Hand: Quick Positive Behavior Support Strategies.

DR. JOEL DICKSTEIN is an Assistant Professor and coordinates the Office of Disabilities Services at Touro College. He also serves as the Senior Consultant of the National Education Resource Center of P’TACH. Previously he was instrumental in establishing, and was Program Coordinator of, the Yeshiva University High School-P’TACH Program. Dr. Dickstein has also served as a consultant and teacher trainer for various organizations, yeshivas and day schools. He is an advocate for effective teaching strategies and practices to address the different needs and learning differences of all Jewish children in an inclusive classroom.

RABBI REUVEN ELKINS is a specialist in the diagnosis and remediation of learning disabilities, with an MA in Special Education of the Learning Disabled and Neurologically Impaired from New York University. He is a musmach of Yeshiva Derech Chaim and has taught in both the mainstream classroom and leading resource rooms, including the Rabenstein Learning Center of Yeshiva Darchei Torah. He is currently the Director of the Hebrew Resource Room at the Yeshiva Ketana of Manhattan. As Director of Merkaz L’Chinuch HaTorah and the Kriah Clinic, Rabbi Elkins provides in-depth private evaluations of children with learning issues at all age levels. His Limudei Kodesh Profile is a unique system for ferreting out the nuances of learning challenges in all areas of Judaic studies.

He designs individualized remediation programs enabling many talmidim to succeed beyond all expectations while remaining in the mainstream classroom. He also serves as a learning consultant to menahelim, and conducts workshops and teacher training courses throughout the country.

In addition, Rabbi Elkins is a founding member of the steering committee of Torah Umesorah’s Torah Special Educators Network, and supervises The Kriah and Special Education Pavilion at the National Convention. Rabbi Elkins is the author of Unconventional Wisdom: Torah Perspectives on the Child Who Has Difficulty Learning (Targum, 1997), as well as numerous chinuch articles and the screening tool, Lashon HaKodesh Screen.

M E E T T H E P R E S E N T E R S


RABBI NAPHTALI HOFF, M.Ed., provides professional development and consulting services to day schools and yeshivot throughout the country, including PD workshops on a wide range of educational topics and mentoring support, as well as guidance for teachers, administrators, and lay leaders. He is an accomplished educator and sought after lecturer with over fifteen years of experience in the field, including more than a decade as an administrator. Rabbi Hoff holds two Master’s degrees and is presently a doctoral candidate in human and organizational psychology, which studies successful individual or organizational change and development.

ANAT MAIMON-REZNIK was born in Tel Aviv Israel and is a native Hebrew speaker. She completed her undergraduate studies in Semitic languages at Tel Aviv University. Anat has been teaching Hebrew in New York City for the last eighteen years. She taught at the Park East Day School, Park Avenue Hebrew School, The Rodeph Shalom School, and in the last four years has worked as a coordinator and Hebrew teacher at the Manhattan Sephardic Congregation.

In the pursuit of creating the most efficient way of teaching Hebrew vowels (nekudot) Anat created The Mind Body Hebrew, a multisensory teaching method that engages all three perceptual systems; visual, auditory and kinesthetic. This method has been proven to be particularly successful in teaching students with learning disabilities. She is the author of the up-coming book, “Israel is Learning Hebrew” the inspiration for The Mind Body Hebrew method.

at Queens College for 15 years. He is the former math coordinator of Community School District Five in New York City and was the math editor of Sesame Street Magazine. He co-authored two problem solving series, co-authored the New York City eighth grade curriculum, and was a project writer on the Core Curriculum Companion for the NYS Mathematics Resource Guide. He has presented numerous workshops at professional conferences including the National Council of Teachers of Mathematics, The National Council of Supervisors of Mathematics, and the Association of Teachers of Mathematics of New York State. He earned an M.A. and an ED.M. in mathematics education from Teachers College, Columbia University.

RABBI ELISHA PAUL is the Head of School at Sulam, a school for learning differences in Silver Spring, MD. Rabbi Paul has been in the Jewish day school field as a teacher and administrator for over twenty years. Ten years ago he was introduced more personally to the field of differently abled education when he became a parent of a child with unique needs and abilities.

FRAN PEARLMAN is the Director of Lifelong Learning at Congregation Habonim in Manhattan. She has been a congregational educator in schools ranging from 70 to 1600 students and is passionate about teaching teachers and designing and implementing schools of inclusion. Fran holds a Masters degree in Jewish Education-Administration and has completed coursework towards an EdD in Special Education in Jewish Education. Fran has served as CAGE President as well as a board member for a number of

RABBI URI MEYERS is the Lower/Middle School Division Chair at Sulam, a school for students with learning differences. Rabbi Meyers has a Master’s degree is Special Education, as well as Educational Administration and Supervision, and has over ten years teaching experience. Rabbi Meyers was the recipient of the 2013 Macks Center for Jewish Education Special Education Award.

DEBORAH NAGLER’S four-decade career as a Jewish educator has included positions as Yeshiva classroom teacher, Day School Principal, Central Agency Executive Director, and National Director of Leadership and Education for Hadassah, WZOA. She has served as a teacher trainer since 1979 and has been a regular presenter for national organizations such as ISJL, NAJDS, RAVSAK, and CAJE, as well as many central agencies.

In 2008, Nagler added an MS in Education Media Design and Technology to her professional toolkit. She then began to teach and lecture in the field of Jewish Educational Technology and Distance Learning. She currently teaches Educational Technology courses at three colleges and serves as an online Instructional Designer/Course Manager for the HUC-JIR.

FRED NAGLER is a math consultant who is also a lecturer of Developmental Mathematics at Bergen Community C o l l e g e . H e c o n d u c t e d s t a f f development workshops for teachers who use Encyclopedia Britannica’s Mathematics in Context junior high school program. He has been an adjunct professor in Math Education



(2-80) and all abilities, including special education and special needs.

A native of Israel, Eyal has studied at various rabbinical seminaries, and in his early 20’s began teaching classes on all things Jewish. He developed an array of courses on the Bible, Jewish Philosophy, Biblical Criticism, and Biblical Archeology. Eyal is the author of the book Who Really Wrote the Bible? And, Why it Should be Taken Seriously Again. He has lectured all over the US and abroad. When he is not working or spending time with his family, Eyal enjoys running marathons

years and continues to see herself as a student.

EYAL RAV-NOY together with his wife Tzippy, are the founders of CAP IT! Learning, a company that specializes in reading instruction in both English and Hebrew. Their products and services are used in Day Schools, Religious-Hebrew Schools, Resource Rooms, and Adult Education Centers. Their reading programs are based on the best research conducted by university professors, but were developed in the classroom with students of all ages

Notes:


and playing guitar. Eyal and Tzippy home school their five children.

BASYA WOLLF is a Judaic studies teacher for 5s and the Hebrew Curriculum coordinator for early childhood classes in Bais Yaakov Academy of Queens. She taught first grade Hebrew for 7 years and has been working with 5s for over 25 years. Basya mentors new teachers in grades K-5 of both Judaic and secular classes with the Jewish New Teacher Project in Brooklyn, Queens, and Long Island.


Notes:

THE INTERNATIONAL JEWISH RESOURCE CENTER FOR INCLUSION AND SPECIAL EDUCATION

Batya Jacob, Director11 Broadway, 13th Floor, New York, NY 10004

212.613.8127 | Fax: [email protected] | www.yachad.org

OURWAY

NJCD

SCHOOL FORSPECIAL EDUCATION

ANNUAL YACHAD PROGRAMS INCLUDE:INCLUSIVE SOCIAL AND RECREATIONAL PROGRAMS • SHABBATONIM (WEEKEND

RETREATS) • SUMMER PROGRAMS • RBC RELATIONSHIP BUILDING COURSE

IVDU SCHOOLS • DAYHAB WITHOUT WALLS • VOCATIONAL TRAINING

TAGLIT BIRTHRIGHT TRIPS • NAIM NORTH AMERICAN INCLUSION MONTH

EASY ACCESS TO MTA 1, 2, 3, A, B, AND C SUBWAYS. AREA PARKING LOTS AVAILABLE.

FOR SPECIAL RATES & PRICING, PLEASE CALL BATYA JACOB AT 212.613.8127

DIRECTIONS TOMANHATTAN DAY SCHOOL

310 W. 75th StreetNew York, NY 10023

WWW.YACHAD.ORG

YACHAD/NJCD, AN AGENCY OF THE ORTHODOX UNION, IS DEDICATED TO ENHANCING THE LIFE OPPORTUNITIES OF INDIVIDUALS WITH DISABILITIES, ENSURING THEIR PARTICIPATION IN THE FULL SPECTRUM OF JEWISH LIFE. YACHAD IS AN AGENCY OF THE ORTHODOX UNION.

yachad special education conference

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