Over the December holidays, while spending time with my husband's family, I witnessed Aldo and my father in law having a challenging interaction. It looked a lot like this cartoon:

In that moment, I realized that the hours my husband and I had logged becoming "experts" in Aldo's diagnosis and behaviors had occurred in a vacuum that had not fully included our extended family, especially Aldo's grandparents. It made me wonder how many other grandparents there were out there who were cheering on their neurodivergent or disabled grandchildren from the sidelines, but were confused or even afraid to burden their own adult children with their questions or concerns.

So to that end, the Jewish Learning Venture is launching a virtual cohort for grandparents of children with disabilities to provide a safe and supportive environment for grandparents to learn, share experiences, offer mutual support, and build a strong community network. We invite you to join us!

Join our growing community of grandparents and grandpals who support grandchildren with disabilities for a four part learning series, Wednesdays from April 23 to May 14 at 11:00am on Zoom.

Each session will feature practical, hands-on learning opportunities with interactive activities, expert presentations, and group discussions.

Examples include:

• Understanding your grandchild's unique strengths and challenges

• Communication strategies on how to better talk to and play with your grandchild

• Importance of Jewish grandparenting and feeling a sense of purpose and community around grandparenting.

These sessions will provide a safe and supportive environment to share experiences, offer mutual support, and build a strong community network, as well as incorporate Q&A segments and personalized consultation opportunities to ensure participants leave with actionable strategies tailored to their unique situations.

• Session 1 (April 23): The important role of grandparenting Jewish kids + Understanding what is neurodiversity + disability

• Session 2 (April 30): Understanding the neurology of autism + adhd + strategies to support challenging behavior

• Session 3 (May 7): Importance of Play: Strategies for playing with your grandchildren

• Session 4 (May 14): Grandparenting in community: what's next?

Register here!

Register to receive the Zoom address. Contact Erin for more information

Need Accommodations?

Jewish Learning Venture provides accommodations for any child or family member with a disability to attend jkidphilly events. If you need an accommodation such as an ASL interpreter, a sensory toolbox, or if you have questions about the accessibility of any program or venue, please note so on our form or contact us. In most cases, our staff will need two weeks’ notice to provide accommodations, but we will do our best to meet your needs within any timeframe.

Erin Beser is the Director of Jewish Learning Venture’s ‘Whole Community Inclusion’ initiative. a passionate Jewish educator who has worked in a variety of Jewish educational spaces from synagogues and summer camps to Jewish day schools and currently teaches 6th grade Jewish studies at the Jack M. Barrack Hebrew Academy in Bryn Mawr. Erin is also the founder and CEO of Adoughma Dough Play Events, a sensory education initiative working to bring dough and sensory play into Jewish educational and communal spaces. In her free time, she enjoys running, playing the ukulele, and eating Indian and Ethiopian food.

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From The Arc:

Why We Must Protect Medicaid in 2025 (plain language)

Q&A: What’s Going on in Washington, DC, With Medicaid Cuts?

Calling All Advocates – Webinar Recording

State Specific Medicaid Fact Sheets

Share Your Story

From the Disability Rights Education and Defense Fund (DREDF):

Texas v. Becerra: What it is and how you can stop the attack on Section 504

From Rooted in Rights:

The Rooted in Rights blog has launched a new call for submissions, inviting disabled writers to share their survival and perseverance strategies in a 500-word blog piece.

This new call focuses on gathering specific resources that can help disabled individuals and communities adapt and survive these turbulent times.

We’re interested in sharing resources ranging from organizing tips, strategies on getting basic needs met, highlighting a direct service organization, to things that bring you joy, books, comedy or media recommendations, accessibility work arounds, tips for finding community, strategies for rest, and strategies for resistance.

Rooted in Rights welcomes pitches that emphasize the disability community’s creativity, resistance and ingenuity, with a focus on specific resource sharing and mutual support. Writers have the option to publish their work anonymously.

More info here.

As a young ballroom dancer, Chen expressed herself through motion, by moving her body to tell a story. At just 12 years old, that freedom was stolen when she suffered her first epileptic seizure. The seizures continued, and along with them the loss of control over her hands and feet. After countless tests, doctors at Tel HaShomer Hospital diagnosed her with an extremely rare seizure disorder. But Chen would not let her condition define her path forward.

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By the time she turned 16, Chen was enduring up to 12 epileptic attacks a day, leaving her unable to speak, eat, or sleep. In a last-ditch effort to give her some quality of life, doctors decided to perform a hemispherectomy—a drastic surgery that disconnects half of the brain from the rest of the body. While this procedure stops the seizures, it also causes paralysis in half the body.

Chen regained control over her mind but was now paralyzed on one side of her body. Soon, she was on the cusp of adulthood with another thing about to be taken away from her: the opportunity to serve in the Israel Defense Forces (IDF) alongside her peers.

Easier said than done. With her physical limitations, Chen automatically received an exemption from military service. She wasn’t about to accept that fate. Determined to wear the uniform of her nation, she fought to overturn her exemption. Then, one day, she stumbled across a photo on Facebook of a soldier serving through Special in Uniform (SIU), a Jewish National Fund-USA-supported program that integrates young adults with disabilities into the IDF.

To date, SIU has helped over 1,100 soldiers with varying disabilities serve in Israel; it is the only program of its kind in the world and is a life-changing experience for them and for their peers. For Chen, it was a lifeline. She was integrated into the Matanam unit of the Israel Air Force, where she works in the main warehouse, ensuring that essential parts are stocked and ready for distribution.

“It was the happiest day of my life,” she says of the day she was inducted, her voice full of pride. “I felt like I had beaten everything that life threw my way.”

No one was prouder of Chen than her mother, Galina, who called it a “dream come true” for her daughter. “Despite everything she’s been through, nothing could stand in her way!”

Chen adds softly, “She still gets emotional every time I come home for the weekend in my uniform.”

Chen’s dedication hasn’t gone unnoticed and her responsibilities at the warehouse have increased.

“She’s a dedicated, thorough soldier,” says B., her commander. “Chen knows what’s expected of her and integrated perfectly, both professionally and socially. She’s always encouraging her peers and always wears a smile.”

Through her service, Chen has not only gained confidence, respect, skills, and fortitude—she has also gained something that her doctors never thought would be possible: physical strength.

Today, Chen gets around with a single crutch and spends her days walking and lifting at the warehouse. At her last checkup, she stunned the doctors with her abilities and her beret.

“When they saw me walk in, wearing my uniform and without a walker, they were flabbergasted,” she says.

Chen now lives in the Special in Uniform community home for girls in Ness Ziona, and she’s found more than just independence—she’s found love. She met her boyfriend, also serving in the Air Force, through the program.

“I’m proud to say that even in such a difficult time for Israel, I’m able to do my part,” says Chen, now a first sergeant. “Every day, I wake up with a smile, thrilled to put on my uniform and head to the base.”

“I’m so grateful to the IDF, to Special in Uniform, and to Jewish National Fund-USA,” she adds. “They made my dream come true.”

To learn more, contact Celine Leeds at CLeeds@jnf.org or Adam Tennen at ATennen@jnf.org

One of the most impactful things a teacher can do is create a classroom that supports the diverse needs of every student. By cultivating a culture of inclusion, you help students reach their fullest academic potential, while also fostering a sense of belonging and safety. This inclusive environment not only benefits students who may need additional support, but also enriches the learning experience for everyone.

Building an inclusive classroom doesn’t have to be daunting. In fact, with just a few simple adjustments, you can create a space that nurtures learning for all students.

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Here are some key strategies to consider:

1. Tailor Your Classroom to Student Needs

Design your classroom to support different learning styles. A calming corner helps students regulate their emotions, flexible seating (such as cushions, hug chairs, cube chairs, or standing desks) promotes comfort and focus, and a daily visual schedule reduces anxiety by giving structure to the day. Sensory tools, such as fidgets, floor tiles or chew jewelry that are great to have on hand as well!

2. Use Universal Design for Learning (UDL) Methods

Universal Design for Learning (UDL) is an approach that offers multiple ways to engage with the content. For example, you can start with direct instruction (the “I do”), practice together as a group (“we do”) and then let students try independently (“you do”). Using think-alouds, where you talk through your thought process, helps students understand the steps involved in solving problems. Incorporating technology or group work also engages students in different ways.

3. Modify Teaching Materials

Make sure all students can access learning by offering a variety of materials. Visual aids can make abstract ideas easier to understand. Charts and diagrams help reinforce key concepts. Manipulatives, such as ten frames or graphic organizers, are some of my favorites for math. Audio options support students who need to hear the information to best learn it.

4. Include Diverse Perspectives

An inclusive classroom reflects the diversity of the world around us. Make sure to include books, lessons and discussions that represent different cultures, abilities, genders and experiences so that all students can see themselves reflected in their learning. One of my colleagues, Dr. Shirley Drelich, created an incredible reading list of diverse books all educators should have in their classroom!

5. Be Flexible and Adaptable

Students’ needs can change from day to day. Take time to get to know each student’s interests, challenges and preferred ways of learning. This will help you adjust your lessons as needed to ensure everyone has access to the material and feels engaged.

6. Create a Safe and Supportive Environment

Emotional and psychological safety are just as important as physical safety. Regular check-ins, whether through short surveys or quick conversations, give you insight into how students are feeling. Model vulnerability by owning mistakes and showing how to learn from them. Encourage each student’s voice by allowing them to help shape classroom decisions. Address conflicts respectfully and quickly, and celebrate students’ successes to boost confidence.

7. Be Patient and Enjoy the Process

Creating an inclusive classroom takes time and effort. Remember that progress can be gradual. Celebrate small victories, stay patient with yourself and your students and enjoy the journey. Your efforts will have a lasting, positive impact on your students’ learning.

An inclusive classroom is one where every student feels valued, understood and supported. By tailoring your environment, adapting your teaching strategies, embracing diversity and fostering a sense of safety and belonging, you’ll help all students thrive academically, socially and emotionally. Inclusion isn’t just about meeting the needs of some students—it’s about enriching the learning experience for everyone.

Find more support from Keshet here.

Find it here!

More resources to get ready for Purim:

• A social story to get ready for Purim from jkidaccess

• Purims songs, stories & activities from Gateways

• Resources on Purim and substance abuse and mental health from the Blue Dove Foundation

• And from our archives: Purim’s Call to Unmask

Wishing you a Freylekh Purim!

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Rafi Josselson is an autistic senior 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 website, and for Jewish Disability Inclusion News. He is also excited to announce the launching of the first-ever Jewish Disability Podcast: B'tzelem Elohim. 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 regular Torah reader and tefillah leader at synagogue and school, including as the 12th-grade student tefillah coordinator, a Hartman Teen Fellow, a counselor at Ramah Day Camp in Nyack, a managing editor for his school’s newspaper, and, an avid reader of both books and the news.

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by Bat-El Lieberman

As a proud Israeli Jew, I often feel compelled to say—we had it first when it comes to so many things. Let me give you a few examples. Wonder Woman? We had it first! Israeli women serve in the army and are most definitely Wonder Women. Exposing babies to nuts to prevent allergies? We had it first: BAMBA! Food as the way to someone’s heart? We had it first! Rivkah helped Yaakov prepare a meal to win over Esav. Milk makes you sleepy? We had it first! Yael gave Sisera milk to put him to sleep before she…well, you get it. I could go on with cherry tomatoes, Waze and much more, but I’m short on lines. The Start-Up Nation strikes again! Brilliant!

And speaking of “firsts,” this February marks my first Jewish Disability Awareness, Acceptance and Inclusion Month (JDAIM) while working at Keshet. It’s a time to reflect on how our Jewish values of inclusivity, acceptance and support for all are reflected in our communities. As we recognize this important month, I’m excited to share how Keshet embodies these principles every day. At Keshet, we are always growing. We are inclusive, creative and committed to inspiring and helping others. Our participants are at the heart of our community. However, big words and nicely edited sentences aside, some of our students and adults need additional support to achieve their goals. Different abilities require different types of assistance, and that’s where our incredible team of support staff comes in.

Keshet’s staff, particularly Direct Support Professionals (DSPs) and paraeducators are integral to the magic of what we do. They work alongside our participants, providing the necessary support to help them navigate their individual goals. In a world full of obstacles and boundaries, Keshet’s staff are there to ensure that every person has the tools and support they need to succeed. The dedication from this group inspires me every day.

So, how does this connect to the Start-Up Nation? Here’s where it gets interesting. As Keshet’s Jewish Enrichment Facilitator, I’m encouraged to weave a little Torah into your day, and I proudly claim: We had it first, even with support staff. Let’s go back—way back. One day, Hashem told Moshe, “You’re going to lead Bnei Yisrael out of Egypt.” Shocked and exhausted from his adventures in Midian, Moshe replied, “Me? Really? I can’t even speak well; I’m K’vad Peh—I have a speech impediment.”

Hashem’s response, in essence, was: “Who gives humans speech? Who makes them mute, deaf, seeing or blind? Is it not I?” You’d think Moshe would accept that and move on, but no. He pushed back: “Please, my Lord, send someone else.” And that’s when it happened.

WE HAD IT FIRST! Hashem gave Moshe the very first support staff: his brother Aaron. Hashem said, “There is your brother Aaron the Levite. He speaks readily. Even now, he is setting out to meet you, and he will be happy to see you. You shall speak to him and put the words in his mouth… and he shall serve as your spokesman.” That’s right: Moshe, our fearless leader, had a disability, and Aaron was there to support him. Ladies and gentlemen, the Start-Up Nation did it again. First!

So why does this matter now? JDAIM is a time for us to reflect on how we’re truly practicing inclusion in our own Jewish communities. Are we truly inclusive and accepting? When we see someone with a disability in shul, are we there for them? Do we include families with kids who have disabilities in our community plans? Are we aware of the basic human need to be supportive of one another and to help each other achieve our fullest potential?

I wrote this to bring you to this point: someone in your community needs your support. Be aware. Be there for others. Look around, acknowledge the abilities of people with disabilities and provide the support they need to thrive. You might find that they will lead you to the Promised Land.

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Bat-El Lieberman is Keshet’s Jewish Enrichment & Culture Facilitator.

Hebrew language study is a core element of Jewish day school education. However, for the estimated 20% of Jewish day school students with dyslexia and other language-based learning difficulties, learning Hebrew is often a major struggle. While second language acquisition is difficult for these students, Hebrew presents unique challenges for the second language learner because it uses a different alphabet, is read right to left, and requires students to decode and manipulate unfamiliar sounds not in their daily spoken language. Meanwhile the number of day school students with special needs continues to grow.

Importantly, Hebrew language skills go hand in hand with Jewish studies and identity and are necessary for engagement in Jewish communal life. Hebrew reading fluency enables full participation in synagogue life, whether it’s reading the prayerbook, chanting from the Torah and Haftarah, or leading a shiva minyan, while modern Hebrew helps foster a relationship with Israel which is especially critical in our post-October 7 world.

Historically, though, Jewish day schools in North America have been slow to support students with these specific needs. Many of these students who struggle with Hebrew reading are likely to also suffer from low self-esteem and negative attitudes about their Jewish education and Judaism that they may carry throughout their lives

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There’s also been little research about the magnitude of the problem and criteria for learning success in teaching Hebrew in North America to students with language-based learning difficulties and other special needs. Additionally, Hebrew language teachers do not necessarily have degrees in education, let alone training in reading, special needs, and/or language acquisition.

A new field-wide initiative – Pritzat Derech/Hebrew for All – helps create a more inclusive environment for all students, while sending an important message to day school students and families, as well as the broader Jewish community, that every student deserves the gift of Hebrew reading and Jewish learning. Pritzat Derech (Hebrew for “breakthrough”) focuses specifically on making Hebrew reading more inclusive: to train teachers and school interventionists to meet the needs of students with language- based learning difficulties, strengthen student outcomes, and provide a pathway to both recruit and retain students in order to increase day school enrollment.

Pilot training will focus on engaging educational professionals with expertise in specific areas, e.g. Hebrew language teachers with knowledge of second language acquisition or reading specialists with expertise on helping students with reading skills. Cross-training in Hebrew language education and language-based learning difficulties will help them round out their areas of knowledge and practice to best serve students, teachers, and schools and become resources for Jewish day schools and the broader community throughout North America.

Pritzat Derech is a joint venture led by Hebrew at the Center, an organization dedicated to advancing Hebrew language teaching and learning, in partnership with such educational organizations as Gateways, MaDYK, Prizmah, and the Shefa Center, a division of the Shefa School.

I firmly believe that every child, no matter his or her learning challenges, should receive a quality Hebrew language education. We also must provide day school educators with the methodology and training to achieve success.

Making Hebrew accessible to all reflects the core Jewish value that each individual is entitled access to Jewish literacy and the language of the Jewish people. So instead of a day school educational system that puts a roadblock before one in five students, with Pritzat Derech/Hebrew for All, we have opened the gates for every student -- to gain Hebrew language skills, achieve self-confidence, and feel part of the Jewish community. At the same time, we are helping their families feel better about the Jewish educational system and potentially increase enrollment. By our actions -- and with the help of support from the Covenant Foundation, Lippman Kanfer Family Foundation, and our own funders --, we are demonstrating that we are a welcoming, problem-solving community that truly values the uniqueness of every child no matter his or her abilities.

If we want to remain true to our Jewish values of lovingkindness and dignity for every individual, it’s imperative that we educate each learner on his or her individual path. If that path includes challenges, it is our sacred obligation to provide the support and direction to help them move forward with confidence and success. I call on the Jewish community to join us now in smashing away this obstacle that remains in front of far too many Jewish children.

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Rabbi Andrew Ergas EdD Is Chief Executive Officer of Hebrew at the Center. To receive updates or learn more about Pritzat Derech/Hebrew for All, email hebrewforall@hebrewatthecenter.org.

Find out more here!

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So, why am I thinking about watermelons?

Watermelons are a delicious part of the summer camping experience.

You cool down by eating them on the grass between two innings of baseball.

You accidentally(?) squirt the juice at a nearby counselor.

Call to Action—Planning a Juicy Summer 2025 Experience for Campers with Disabilities

Some handy tips:

1. Don’t assume that an integrated camp is impossible. Children with disabilities may need accommodations. However, they may not need round-the-clock monitoring by a counselor who acts like a shadow.

2. Integrated camps don’t coddle campers. They experience Mother Nature at her best and worst. They stay up wayyyy past bedtime to gaze at a lunar eclipse. The loudspeaker squawks: “Everybody out of the pool!” Sudden moist gusts chase campers fleeing towards shelter. Just as they reach their bunk, and ear-splitting thunderclap shakes every loose board in the rafters!

3. Disabled campers can make friends outside of academic settings where their impairments may make them feel inferior.

4. They can learn that some nondisabled kids ALSO come in last, are disciplined for rule-breaking, and get homesick.

5. They can huddle under the covers, just a bit scared, as the counselor tells the story of the “monster” lurking somewhere in the woods nearby. (For dramatic effect, another counselor planted outside can suddenly cry out in panic.)

6. They can gorge themselves at the end-of-summer camp banquet. There, the secret camp photographer might show the camp video of the camp director himself walking around all day with two yarmulkas on his head. Nobody dared tell him.

7. At the best banquets, every camper gets an award:

• The quietest;

• The one most likely to be a counselor in ten years because she knows all the tricks;

• The one who made his taciturn counselor laugh so loud that everybody was awestruck;

• The best climber, who hid scores of one-serving cereal boxes in the rafters.

• The one who read the most library books;

• The one who PRETENDED to read the most library books;

• The good sport who loudly applauded the winners of her rival color war team;

• The first person up and dressed on chilly mornings.

Surely every camper with a disability can receive an award.

But PLEEZE!

NO awards for courage or being the most special person in his bunk.

Unless he’s the one that trapped the GIANT MOSQUITO, with a wingspan of almost three feet.

Challenge Question for Camper with Disabilities:

Where will you be eating your watermelon this summer? It’s time to start planning.

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A native of Bradley Beach, New Jersey, Rabbi Michael Levy attributes his achievements to G-d's beneficence and to his courageous parents. They supported him as he learned to travel independently, visited Israel, and became more Jewishly observant. For 65 years, JBI International supported him with braille and recorded Judaica material.

He received rabbinic ordination from the Jewish Theological Seminary in 1981 and an MSW from Columbia University in 1982.

As a board member and now President of Yad Hachazakah, Rabbi Levy strives to make the Jewish experience and Jewish texts accessible to Jews with disabilities. In lectures at synagogues, camps, and educational institutions, he cites Nachshon, who according to tradition boldly took the plunge into the Red Sea even before it miraculously parted. Rabbi Levy elaborates, "We who have disabilities should be Nachshons--boldly taking the plunge into the Jewish experience, supported by laws and lore that mandate our integration.”

He applauds Jewish Disability Inclusion News’s ambition to give voice not just to those who work with the disabled, but also to people with disabilities themselves. “About us? Not without us” he is fond of reminding those eager to listen, and the media to whom the maxim may be out of their comfort zone.

For over 20 years, Rabbi Levy served as director of Travel Training at MTA New York CityTransit. Now retired, he is an active participant in Congregations Aish Kodesh and Young Israel in Woodmere, New York. Most of all, he relishes the company of his children, grandchildren, and large extended family.

Inclusive education requires a commitment to continuous reflection, dialogue, and action. The Shiluv Faculty Fellowship exemplifies this commitment by empowering educators to reimagine and transform their schools’ approach to disability inclusion. By encouraging faculty members to identify dynamics and mindsets that need change, equipping them with a comprehensive curriculum to implement with their students, and supporting them on their journey to impact change, the program fosters a more equitable school environment for all students.

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1. Staff Bias

“There’s a mindset that accommodations are ‘special treatment’ rather than essential for equity.”

This misconception is one of the biggest hurdles to achieving true equity. Accommodations aren’t about giving certain students an advantage; they’re essential to ensuring access to meaningful learning for all students. The Shiluv Program helps educators examine these biases and reframe their understanding of what fairness truly means in a diverse classroom.

2. Social Exclusion

“Some classmates avoid talking to students with disabilities or including them in their play because they’re unsure how to interact.”

Fostering a culture of inclusion begins with awareness. Through experiential activities and guided discussions, the Shiluv fellowship equips educators to engage meaningfully with students. By exploring their own differences and the differences of their peers, and answering questions and dispelling misconceptions, the program cultivates a sense of belonging for every child.

3. Physical Accessibility

“It’s frustrating when people use the accessible bathroom or block ramps, as if they don’t think about who might need them.”

Physical barriers remain a visible yet often overlooked challenge. The program emphasizes the importance of proactive accessibility measures and instills the mindset that accessibility is a collective responsibility, not just a legal obligation.

4. Representation

“We rarely learn about people with disabilities in history or literature, and that needs to change so everyone feels represented.”

Representation matters. When students see individuals with disabilities as an integral and valuable aspect of our collective history, literature, and modern society, it normalizes diversity and challenges stereotypes. The fellowship encourages schools to diversify their curricula and celebrate the contributions of people with disabilities.

5. Valuing Differences

“We need to focus more on valuing and understanding differences rather than just ignoring them.”

Shiluv participants advocate for a shift from tolerance to appreciation. By recognizing and valuing differences, schools can nurture an environment where every student feels seen, understood, and respected.

6. Understanding Accommodations

“I’ve noticed that when someone needs an accommodation, like extra time on a test, other students sometimes think they’re getting an unfair advantage instead of understanding it as equalizing.”

Educating both students and staff about the purpose of accommodations is crucial. The fellowship addresses this by equipping educators with tools to explain and normalize accommodations, ensuring that they are understood as a means to promote equity.

7. Addressing Barriers

“In conversations with parents, there needs to be more of a focus on identifying barriers and problem-solving rather than just focusing on what the student struggles with.”

The fellowship emphasizes systemic change over individual blame. Participants learn to identify and dismantle barriers within their schools and communities.

8. Language

“There’s a lot of unintentional ableist language, like calling someone ‘insane’ or jokingly saying ‘I’m so OCD,’ that normalizes disrespectful attitudes.”

Language shapes culture. Shiluv participants work to raise awareness about ableist language, encouraging staff and students alike to adopt respectful and inclusive communication practices.

The Impact of the Shiluv Faculty Fellowship

By addressing these critical areas, the Shiluv Faculty Fellowship is transforming schools into spaces where students with disabilities can find a true sense of belonging. The program equips educators with the knowledge, tools, and mindset needed to challenge biases, dismantle barriers, and build a culture of true inclusion. Together, we are creating an educational landscape where all students are valued, supported, and empowered to succeed. What mindsets about disability are most in need of change in your community?

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Tali Cohen Carrus is the Senior Director of Programs at Gateways. She is passionate about inclusive Jewish education and has worked with youth with and without disabilities in a variety of contexts including schools, synagogues, and summer camps. She has worked extensively as a disability inclusion consultant, partnering with Jewish organizations to improve their capacity to support and meaningfully include all members of the community. Tali holds an M.S.Ed in General and Special Education from Bank Street Graduate School and is a certified DIR/Floortime play therapist. In addition, she received a certificate in Advanced Jewish Studies/Day School Education from the Pardes Center for Jewish Educators and is an alumna of the Wexner Graduate Fellowship/Davidson Scholarship.

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Since being established as the Jewish Braille Institute in 1931, we have served more than 12,000 individuals, and JBI Library will continue to support its patrons with braille, large print, and audio materials (and always free of charge). The official addition of “library” to our name is a reflection of our commitment to also serve as a hub of community and expand our services and programs. The exciting list of all we do has grown to include an ever-growing library, customized materials and personal services, vibrant and engaging events and programming, and partnerships with a wide range of other libraries and Jewish, vision, and accessibility-focused organizations.

Likewise, JBI Library’s new blue logo design, inspired by the Star of David, the blue traditionally associated with Judaism, and the pages of a book in motion, evokes how we feel about our work and vision—moving forward, but deeply valuing the traditions and history of our organization and Judaism. It also honors our work as a provider of books and materials, while signifying our evolution as a vibrant hub of connection and innovation. It is reinforced by the tagline: Connecting anyone who is blind, has low vision, or has a print disability to Jewish life.

As JBI Library, we proudly join with libraries of today that share so much more than just the books on their shelves—they serve at the heart of many communities. We seek to be a place of connection, engagement, and education. The values embodied by JBI Library—access, bridge building, caring, Jewish living, representation, and respect—guide our unwavering commitment to inclusion and removing all barriers to accessibility and full participation in Jewish life.

All of these changes reflect our long-term strategic plan, which seeks to enlarge the scope of the services, resources, and programs being offered in the pursuit of true collaboration and community-building. One upcoming example is the free program of professionals “Making Jewish Life Accessible: A Virtual Convention,” being held on February 27, 2025. Hosted in partnership with other organizations invested in accessibility and inclusion issues, the convening is where we hope to continue the discussions sparked by Jewish Disability Awareness, Acceptance, and Inclusion Month (JDAIM) and explore ways we can collaborate, support, and inspire each other to advance the goal of making Jewish life accessible for everyone. (Please go to jbilibrary.org/JDAIMConvening to learn more.)

It is with great excitement that I welcome you to the JBI Library. Our services are offered free of charge to anyone who is blind or has a vision or print disability that makes reading a standard book difficult. Whether you’re looking for your next great read, interested in learning more about Judaism in an accessible setting, thinking about connecting through a book club or a workshop, or have a special request for a braille, audio, or large print material you'd like created, JBI Library is here for you.

I encourage to check out some of our upcoming programs:

• Branches of Learning: A Tu Bishvat Exploration
  Thursday, February 13, at 4:30pm ET (via Zoom)
  JBI Head Librarian Jill Rothstein presents an opportunity to learn more about the textures, tastes, and meanings behind the plants customarily celebrated on Tu Bishvat. Register at jbilibrary.org/catalog/judaism-101/.

• JBI Poetry Series Part Three: Love and Dread in an Unrestful Time
  Wednesday, March 19, at 4:30pm ET (via Zoom)
  The final installment of JBI’s three-part poetry series on personal and collective resilience in Jewish poetry. Poets Rachel Hadas and Matthew Lippman will read from their work, including poems from Hadas’ book “Love and Dread.”  Register at jbilibrary.org/catalog/Jewish-poetry-workshops/.

• Passover 101
  Date to Come (via Zoom)
  Join JBI Board Member Rabbi Gabi Cohn for a text study around the Passover themes of redemption, liberation, and creation. Register at register@jbilibrary.org or 646-616-3929.

If you’d like to learn more about JBI Library, our materials, customized services, or any upcoming events, please visit www.jbilibrary.org or contact JBI’s librarians at 212-545-8025 or 1-800-433-1531. We look forward to starting this new chapter with you.

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Season Two, Episode One

Join Rafi and Senior Advisor to the National Ramah Tikvah Network, Howard Blas, as they talk about the various programs offered by Jewish Camps to disabled campers and staff!

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Rafi Josselson is an autistic senior 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 website, and for Jewish Disability Inclusion News. He is also excited to announce the launching of the first-ever Jewish Disability Podcast: B'tzelem Elohim. 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 regular Torah reader and tefillah leader at synagogue and school, including as the 12th-grade student tefillah coordinator, a Hartman Teen Fellow, a counselor at Ramah Day Camp in Nyack, a managing editor for his school’s newspaper, and, an avid reader of both books and the news.

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As I emerged from late adolescence into early adulthood, my mother and I did not have a good relationship. Our views diverged, encompassing body size, clothing, social attitudes, duty to family, and freedom. One thing we never differed on was books; my mother passed on to me a love of books and reading and that’s a subject we could always talk about.

I moved from Pittsburgh, PA to Philadelphia—met my husband— and relations pulled apart even more. There was a strain when my mother and I were together and I talked to her less and less. Long periods of estrangement became usual.

This uncomfortable situation lasted until the year 2011, when I was informed that my mother was experiencing the early stages of Alzheimer’s Disease.

My mother had been married twice. First to my father, who heartbreakingly died at the age of 44; several years later she married Donald Bernson who died in 2008. So she was living alone at this time; her two sisters lived nearby and she had loads of friends. She was busy with lunches, trips to Pittsburgh’s many fine museums, attending concerts and plays. But those closest to her began to notice anomalies in her speech and behavior, which led to a visit to her doctor, tests, then a visit to a neurologist, more tests, and the diagnosis was confirmed.

When I heard the news about my mother’s condition, something quite odd happened and it changed everything.

A thought bolted through my brain—and this was me, who never prayed and certainly did not consult my long-gone father for advice—“What would Daddy want me to do?” And the answer came immediately: “Help take care of your mother and try to get along better with your sister.”

Writers from long ago used to refer to “Zephyr” which I found means, among other things, a sweet wind from the west. A soft, westerly wind. I felt that wind, blowing away forever the ashes that accumulated, the burnt waste of the connection between my mother and myself. I had been changed and I was ready to follow what my father wanted me to do. Who was I to question my father’s voice?

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We had moved from suburban Philadelphia to rural northeastern Pennsylvania in 2001; the nearest town was Bloomsburg, PA. It was a five-hour, diagonal drive across the state from my home to Pittsburgh, and I began making that drive on a regular basis. I was nervous at first about what would happen between my mother and me, considering our history; but that sweet wind affected her in the way it had cleansed me. She never mentioned anything about our former differences and expressed joy upon my arrival. Until she died in 2015, the ashes never piled up; the wind had swept them away permanently.

I noticed immediately that my mother said the same things several times over and repeated questions three and four times. Other than that she was highly functional. One thing must be pointed out here: I had been privileged to work hands-on with intellectually and physically challenged adults and from the beginning, with no training or experience, I enjoyed it. I could see that most others were afraid of these people and wanted to distance themselves. Their families didn’t bring them home for Christmas or any other holidays; a father of one of the women I worked with would bring his young daughter home one weekend a month, but refused to enter the house where she lived with others like her. My point is that I am NOT a superior human being; I am a person who simply isn’t bothered by differences.

This quality I thank God for, and it made my visits to my mother into the “triumph” included in the title of this essay.

At the beginning of my visits, my mother still lived in the same apartment she occupied with my step-father. It had a spare bedroom where I stayed. While the Alzheimer’s was still in the first stage my mother moved about freely; she loved the outdoors and took a long walk every morning through small parks and quiet cemeteries. Soon, sadly, she worsened and had to be moved to what is called a “facility.” It was a huge, antiseptic, overly decorated behemoth of a building; however, it was not locked down. But it was located on the main thoroughfare that ran through the neighborhood and there was no place to take a walk. My mother tried, almost got into a traffic accident, and was told she couldn’t take walks. So, not giving in, she walked in circles, around and around the building.

I think my mother hated it there but she didn’t complain. I did see her standing at the window, gazing longingly outside at life. I was happy when I learned that a small family of deer lived within a stand of trees and bushes within sight. That gave her joy but my heart hurt like crazy to see her yearning, a caged bird.

I was going to keep to my father’s gentle commands; I would make sure that, at least when I was there, she wouldn’t just stand at windows and long to be out. I would take her anyplace she wanted to go, I would drive all over Pittsburgh if needed, just to wipe that image away.

It was at this point that complications occurred. I had noticed that although her sisters lived in Pittsburgh, they only saw my mother once a week, on a Thursday. And the program was always the same: lunch and clothes shopping. I was present on some of these outings and at first I was mystified. These outings always lasted three hours, almost to the minute! I felt as if I was in a fog; why were things like this? Also, when my sister came to visit from Baltimore she never stayed with my mother in the second bedroom, but at the Marriott Hotel. Again; why? My mother and I had so much fun in the mornings, sipping orange juice, watching the TV news, and talking, talking, and laughing. Why was my sister absenting herself?

The fog lifted eventually and I knew. My aunts and my sister couldn’t tolerate being with my mother for any more than very short periods. Her constant repeating of words, phrases, and questions disturbed them to that point. Oh, how it hurt! It was just like my former job, where the families distanced themselves so firmly from their children…

I went ahead with my plan and pushed this quite noxious information out of my mind. And I made sure that my mother had a grand time. We took “joy rides” where we just drove all over Pittsburgh, into neighborhoods we’d never been and my mother, in a state of extreme excitement, looked at everything. We stopped in Starbucks and drank coffee and a funny thing would always happen there. She’d urge me to eat rich pastries and I reminded her that those foods were fattening. She’d wave my protests away—and we’d laugh…(She always used to tell me I was too fat, in the old days.)

I took her to the Pittsburgh Zoo. We took a long, blissful walk in Schenley Park, one of Pittsburgh’s superb urban parks. No shopping, no fancy restaurants. After a day of sight-seeing we’d be exhausted and mostly have pizza delivered. Oh, what marvelous fun…

I have two points to cover to make this memoir complete. One is laughter. My greatest joy during all these visits was being able to make my mother laugh—and it was easy. I think she forgot all the old family stories and I am blessed with a good memory, so I’d entertain her that way. One thing I always said to make her laugh was: “President Obama thinks I should visit you as much as I can. He keeps extending the weeks of unemployment.” (I had been laid off from a job at that time.) One day we never left the apartment; we sat all day and talked.

I would never need a camera to remember my mother’s eyes then. When I reminded her of funny things that Don, her second husband, had said, her eyes would shine and it looked as if she was going to cry but she didn’t; she just laughed uproariously. And there was no end of stories…While driving around Pittsburgh I would do slightly dare-devilish things, nothing really scary, to make her laugh. Once I made a huge, mighty U-turn in a big intersection where it was not allowed. She looked at me sideways and said, “You weren’t supposed to do that, were you?” I just shrugged, and, of course, she laughed.

Pittsburgh is not a completely neat, manicured city because it’s so rocky and hilly. At the time I was thinking about writing a novel and placing the story in a very wild and untended place that lay between Oakland, where the universities and hospitals are, and downtown. The story would be centered around an abandoned mansion, previously owned by a Jewish family.

“Let’s go over there!” I urged, jumping up, holding my Pittsburgh map. “Let’s see what it’s like.”

My mother needed no coercing. We found the street, called Allequippa Street, and I almost blew a tire, climbing up the hill. But we got to the top of Allequippa Street and there was actually an abandoned house there! My mother, full of joy, was looking into the windows and trying to get the door open. No luck. So we jumped over dangerously jagged rocks and explored. Lodged in a bunch of bushes was an artificial owl which my mother pulled out. I ended up taking it home with me and I still have it.

Never, never, never—will I forget the sight of my mother standing at the summit of Allequippa Street, gazing out, the sun shining, the view superb. What a change from standing, yearning, at a window…I told myself that at least I’d given her that.

Soon after, circumstances worsened. My mother’s disease had progressed and she was put into a new “facility”—a locked one. I saw her there twice before she died. It was unbearable. I was allowed to take her out but a lot of life had leaked away from my mother’s psyche and it wasn’t desirable anymore.

One last anecdote: right before this transfer took place my mother stood up on a kitchen chair that had roller wheels. She fell flat over onto the floor and of course I was terrified she’d broken her hip. But, fortunately no—just a lot of heavy bruising. That’s when the decision was made to find a place to keep her safer. But she was not allowed to be left alone. So until the family found a person to care for her, I stayed for a week there. But my mother remained in a tranquil mood, did not complain of pain, and I had no “breaks” but it didn’t bother me.

I was not, nor am I, perfect. Twice during my visits I had to leave early because my mother was too much for me and didn’t know me. It hurt.

Once the carer was in place I was free to go home, and during the drive my phone rang. It was one of my aunts, who said “Thank you, Leslie.”

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Leslie Golding Mastroianni had a Bachelor of Arts degree in English Literature and Master of Education in Counseling. As a counselor, she worked at the Devereux Foundation in suburban Philadelphia and several other community and family-based mental health facilities. She has been writing since the year 2000. Her novel, Buying A Year, was published in 2004. She is a teacher and shares informal talks and lectures on writing to children’s groups, adolescents, and retired people living in various homes and facilities.

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From Disability Scoop:

Trump’s Return Sparks Worry About Cuts To Medicaid, Disability Services

From the ACLU:

Trump’s Executive Orders Rolling Back DEI and Accessibility Efforts, Explained

From NPR:

Trump tries to erase Biden's health legacy with early executive orders

From Axios:

Trump's DEI attack may halt progress for disabled workers

From Forbes:

What Does President Trump’s DEI Rollback Mean For Disability Inclusion?

Please share this important news roundup with community leaders, advocates and activists. During this time, we will continue to share ways that we can join together to protect the rights of people with disabilities–in the United States and across the world.

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As we step into 2025, it’s time to amplify our shared vision of a world where disability is a natural, integrated part of human diversity. #AllInForAllAbilities is more than a hashtag—it’s a call to action for communities that value inclusion, equity, and accessibility.

For those of us who live and work within the disability community, we know that breaking down barriers isn’t just about fairness—it’s about justice, equality, and disability rights. Now is the time to collectively champion a future where everyone, regardless of ability, belongs.

How You Can Help
Your voice and influence are crucial in making this movement a global force for change. Here’s how you can get involved:

1. Spread the Word on Social Media
   Use your platforms to inspire action and raise awareness. Share:

   • Personal stories about why you’re #AllInForAllAbilities.

   • Examples of inclusive practices or spaces that inspire you.

   • Shoutouts to individuals or organizations making a difference.

   • Creative ideas, like videos, infographics, or artwork, that highlight the importance of accessibility.
     Don’t forget to tag #AllInForAllAbilities and ensure the hashtag is written exactly as is to make it accessible for screen readers.

2. Take Action Locally and Globally

   • Promote accessible spaces and practices in your community.

   • Collaborate with businesses, policymakers, and leaders to drive systemic change.

   • Host or attend events to educate and inspire others about disability inclusion.

3. Visit the Page
   Stay informed and connected by visiting https://www.facebook.com/profile.php?id=61571520509004 for resources, updates, and more ways to get involved.

4. Inspire Collaboration
   Connect with fellow advocates, organizations, and global networks to amplify our collective impact. Together, we can move beyond awareness to real, lasting change.

Let’s Make This a Global Movement
#AllInForAllAbilities is about creating a world where inclusion isn’t the exception—it’s the standard. From classrooms to workplaces, from local neighborhoods to international platforms, this movement belongs to all of us.

Join us in making 2025 the year inclusion becomes a foundational value in every space we touch. Together, we can build a stronger, more compassionate and more inclusive world that celebrates all abilities.

Michelle Friedman is the board chair of Keshet in Chicago, a member of Disability Lead, and has been a disability advocate for 40 years. She has written two children’s books and is the author of her blog and is a frequent speaker for elementary and high school-age students.

Through Jewish Disability Awareness, Acceptance & Inclusion Month (February), the Jewish Disability Inclusion News will share weekly roundups of JDAIM events open to the public. Submit your info here.

Dori moved into the position of Executive Director within two years. I don’t think Dori realized that the organization was in serious financial straits when she took on this position. During her first week of work, she came down to my office in lower Manhattan, where we “rolled up our sleeves” and developed a plan to move forward. That was 2009.

It all started with Dori’s fundraising prowess, but the best was still to come. The organization was going to change its focus from being a local, direct service organization to an organization that trains educators and Directors of Educational programs across North America via the Matan Institutes, thereby reaching more students and communities. Thanks to Dori’s vision, hustle and ability to assess what was needed in the field, the organization continued to evolve over the years on how to support and include students, neuro-typical and neuro-diverse, in Jewish educational experiences. Curricular resource development, community inclusion audits, and coaching and mentorship all became part of Matan’s offerings, which expanded Matan’s focus to community inclusion - not just within Jewish educational settings.

Years later, Dori and others realized that “children grow up,” so the Lieberman Fellowship was developed to train professionals to support as many young adults in Jewish life as possible- neurotypical and neurodivergent. The first cohort of the Fellowship launched in D.C. in partnership with the Jewish Federation of Greater Washington. The hope is that many more communities will utilize Matan experts for this transformative training so that opportunities - social, leadership-oriented, work-place culture and more - are more supportive of people with disabilities and allow for true belonging.

Through numerous Board changes, staff changes, and growth, from a struggling New York-based non-profit, Matan has grown to an organization that crosses borders and reaches out to include children and young adults with disabilities thanks to the leadership of Dori and the team she was able to foster. I was honored to be at her first and last Board meetings. On a personal note, Dori has continued to be a friend, mentor, and advisor with whom I hope to stay in touch. She will be missed.

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Diagnosed with CP, Jason Lieberman is a lifetime disability advocate. He’s part of the Jewish Disability Inclusion News Advisory Board. Jason is a sought-after speaker in the US & abroad, mostly on Judaism & disability. He and his wife and son live in NYC.

We are thrilled to invite you to Making Jewish Life Accessible: A Virtual Convening, happening late February during Jewish Disability Awareness, Acceptance and Inclusion Month.

On Thursday, February 27 from 2pm-4:30pm, we are hosting a free, accessible, and virtual gathering of professionals to explore how we can collaborate, support, and inspire each other as we advance our goal of making Jewish life more accessible. The event will include a panel discussion of accessibility experts and Jewish professionals, in addition to open mingles to network with attendees from other organizations that are working in this space. Our featured panelists are accessibility advocate and leader Rabbi Lauren Tuchman, Congregation Kerem Shalom's Rabbi Darby Leigh, Matan's Senior Director of Programs and Partnerships Meredith Polsky, and congregant Jessi Elana Aaron. The panel will be facilitated by Debbie Joseph. Zoom Captioning and ASL will be provided at the event. Any additional accessibility requests can be submitted using our registration form linked below.

Please register for the event using the following link. Note you will also be able to upload information about your organization which we will make available to all registrants:

https://forms.office.com/r/rB91fRj1gt

If you would like to inquire about becoming a collaborating organization for this virtual convening, please reach out to Livia Thompson at lthompson@jbilibrary.org. If you have any questions regarding the registration process or the event, please contact JBI’s operations department at register@jbilibrary.org or 646-616-3929.

Best Wishes,

Livia Thompson

This program is in collaboration with:

JBI (Jewish Braille Institute)

JDIN (Jewish Disability Inclusion News)

JDRC (Jewish Deaf Resource Center)

Matan

Network of Jewish Human Service Agencies

Rodeph Sholom

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Through Jewish Disability Awareness, Acceptance & Inclusion Month (February), the Jewish Disability Inclusion News will share weekly roundups of JDAIM events open to the public. Submit your info here.

Thanks for reading the Jewish Disability Inclusion News! This post is public so feel free to share it.

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When natural disasters occur, we know that the impact on people with disabilities can be devastating. We’re sharing this roundup of resources to raise awareness and reach those people who may need them.

May we all find strength in showing up and helping one another.

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For children and adults with intellectual disabilities: downloadable social narrative stories.

When Fires Happen: A Social Story to Support Children During Wildfires

Tara Philips, Autism Little Learners

For people in California needing assistance:

Disability Disaster Access & Resources

A program of the California Foundation for Independent Living Centers. Find their Application for Assistance.

The Richard Devylder Disaster Relief Fund assists individuals with disabilities replace lost critical assistive technology, tools and devices, and is also covering some motel/hotel stays.

Wildfire Resource Guide & How Disability Rights California Can Help You

This important organization can help you if:

1. Emergency alerts not being accessible.

2. If you go to a shelter or evacuation site and it is not accessible.

3. If your service or emotional support animal is not allowed in a shelter with you.

4. If you need access to medicine or equipment that you did not bring with you and have questions about how to get it.

9 Wildfire Preparedness Resources for People with Disabilities

The United Spinal Association offers important ways to plan. Though we know this will not help those who are immediately impacted, these important reminders can help all of us to prepare.

And finally, a prayer:

A Blessing in the Face of Wildfires in Los Angeles

by Rabbi Sandra Lawson

Baruch Atah Adonai, Eloheinu Ruach HaOlam,

Source of life and strength, who is with us in our struggles.

May those who face destruction and loss find resilience and support.

May the hands of firefighters and rescuers be steady and strong, bringing safety and hope in the midst of chaos.

For the families forced to flee, may they find shelter and comfort.

For the earth that burns, may healing rains fall swiftly.

Blessed are You, Eternal One, who fills hearts with courage and communities with love, even in the darkest of times.

Amen

(from Ritualwell.org)

If you have additional resources to help the disability community facing the wildfires, please send them to jewishdisabilityinclusionnews@gmail.com.

Jewish Disability Awareness & Inclusion Month (JDAIM) is an initiative during the month of February to raise disability awareness and support efforts to foster inclusion in Jewish communities worldwide.

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Through Jewish Disability Awareness, Acceptance & Inclusion Month (February), the Jewish Disability Inclusion News will share weekly roundups of JDAIM events open to the public. Submit your info here.

This way, we can build greater community across our readership and offer you greater opportunities for learning and advocacy. Right now, JDIN is shared in 35 US states and 13 countries. Especially as more events now offer online access, we hope you’ll have the chance to explore many different offerings through the month.

We also plan to share websites, lesson plans and other resources for communal use. For example, you can find many helpful tools from Jewish Learning Venture here. Be sure to share your resources for JDAIM (and beyond) with us.

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