The Challenges Ahead for Jewish Day Schools
by Rafi Josselson
In my last blog, I discussed why Jewish Day Schools have been a great resource for neurodiverse students. However, I still see challenges ahead despite all the amazing work that’s been done. So what are they? And what is my advice for Jewish Day Schools?
One Size Does Not Fit All
A “one size fits all” approach to inclusion does not work. Teachers must overcome the desire to do what is simplest for them (teach to the middle) and adopt techniques that are more conducive to different learning styles. This isn’t a problem just for Autistic students. It is something that affects all students because every student learns differently. This starts with offering different levels of support. For example, it took me a while to learn Hebrew. SSDSBergen had limited resources; while they offered a Hebrew Cafe track, it often required me to have multiple teachers and limited avenues to track my growth. The Leffell School had more options for me. The difference in resources makes a big difference. Leffell offers multi-grade Hebrew classes. It’s expensive and difficult to offer these different levels of support to a grade of 50 students. However, when a school like Leffell has the opportunity to level over 250 students, students find a better fit, and resources can still be used efficiently. Resources, outdated thinking, and other considerations make this a difficult challenge but I believe this is an important factor that Jewish Day Schools must take into account when setting curricula.
We must also consider that honors classes also have an important role to play. English and History have always been my strong suits. Unfortunately, Leffell does not offer honors-level courses for these subjects until the 11th grade. This has prevented me from challenging myself and made me feel bored in these classes, unchallenged, and lost in what to do. I tried to supplement on my own. In 8th grade, I completed an independent study. And in 9th and 10th grade I learned more about literature from reading on my own than in a class. While Jewish High Schools have made great strides in their STEM fields, the humanities must have a similar level of prioritization. Typically, there are plenty of options for Math, Hebrew, and Science students – but not for History and English students. By creating different class levels students can be challenged in a new and exciting way.
Fighting Misconceptions
It is human nature to fall prey to misconceptions, and teachers and students are not immune to this. I have had teachers who, while they have meant well, have not fully understood what it is like to have an Autistic student. On the other hand, I have had teachers who have taught other Autistics but what may have worked for those students doesn’t work for me - again a return to the fallacy of ‘one size fits all’.
It’s an even greater challenge for students who aren’t fully aware of what Autism is. The internet spins Autism, through memes and jokes, as an annoying condition that causes people to either be dumb or just be fascinated by fandom or topics of interest. This over-simplistic, and frankly incorrect assumption, has become commonplace.
On the other hand, some students may be exposed to more empathetic mediums of information. While this can be great for building empathy, it just leads to inspiration porn. Autistics are viewed as a tragedy and their achievements aren’t viewed through an acceptable lens. A news story always has to state that the person is Autistic. If an Autistic kid died in a crash, it was never about them as a person, we were supposed to view it as a tragedy because they were autistic. My friend Michael Pucci, a physically disabled member of my synagogue, explained this as ‘Tiny Timdrome’ (named for the classic Dickens character Tiny Tim). Under this model, the disabled are perpetually the victim and never have the position to empower themselves. They must constantly be at the whim of the heroic non-disabled people. ‘Tiny Timdrome” prevents disabled people from challenging themselves. Remember the holy partnership I mentioned in the last blog? We must have inclusion from the non-disabled community and self-advocacy from the disabled community.
Self Advocacy, Education, and Inclusion have always been my key values. Schools should not only educate teachers and students to practice inclusion, but schools also have the responsibility to assist students in becoming self-advocates. My mom, middle school psychologist (shout out to Dr. Ilana from SSDS), deans in High School, and my aunts have all taught me how important this skill is. Simply put, I am not an elementary school student anymore. I am responsible for sharing my own needs. Stay tuned for an upcoming blog where I share more of my perspective on this.
Sensing Sensory Triggers
Jewish Day Schools must also take into account the various sensory challenges that their Autistic students may face throughout their day. While schools have been understanding by allowing exemptions to certain activities that may pose a sensory challenge, there are still ways to improve. Make the option to ask for an exemption more manageable and comfortable. When a teacher says that it is required to attend a difficult program, this can make students feel nervous about asking for an exception, or teachers and other students may question the validity of the Autistic exception. At the same time, an exception should not exclude the Autistic from participating in the program. Is there a chagigah? Offer various options that allow for a variety of choices amongst students. Is the grade-level minyan too loud? Offer a ‘quiet minyan’ that can focus on mindfulness and meditation. It is also important to consider what types of activities must be overwhelming. Does a school-wide trivia need to have loud music? When the weather is nice, does Yom Haatzmaut dancing need to take place indoors?
Acknowledging the Autistic
The most important step that all institutions should take, big or small, is what I call “Acknowledging the Autistic”. It comes in two steps. First, it comes by creating an environment where being Autistic is not something hidden but shared and understood. But, the second step is even more important. This is where the Autistic confidently share their opinions, and ideas are considered or implemented. The Autistic have an active role in developing strategies, educating their peers and teachers about Autism, and sharing thoughts on ways to make the school more inclusive. I already see this begin to occur at my school. It is in its infancy and it also relies upon the promotion of self-advocacy. But, if there is a question about Autism or inclusion, administrators can come to me, and if I notice things I come to them. I even have this relationship with the student government. When they began planning prom I came to them with a concern. Typically, at a prom, there is only one place for an overwhelmed student to go to decompress – the bathroom. Not only is it not ideal, but it usually doesn’t work: an inclusive prom would necessitate a quiet room available to Autistics and non-autistics alike who need a break. They took my idea seriously and it was one of the primary factors in deciding this year’s prom. This is the model that I hope all schools will keep in mind going forward. Granted, just like self-advocacy, this doesn’t work for many elementary schools and middle schools; but, it is something that all high schools, colleges, and similar programs must take into account.
Rafi Josselson is an autistic junior at the Leffell School in Westchester County. Rafi has spoken at multiple places across the Northeast including; Solomon Schechter Day School of Bergen County, Temple Israel Center, and, the Charles E. Smith Jewish Day School. He also has written blogs for MATAN, for his own website and now for Jewish Disability Inclusion News. Rafi hopes to spread a message of Empathy, Inclusion, Awareness, and, Acceptance through his work. Outside of Autism Advocacy; Rafi is the co-president of his shul’s USY Chapter, a Hartman Teen Fellow, a counselor at Ramah Day Camp in Nyack, a section editor for his school’s newspaper, and, an avid reader of both books and the news.