There are no words that can adequately describe our appreciation for all that SINAI has done for our daughter Mindy, this year. We marvel at how much she has grown and developed, and we know that is due in large part to your amazing administration and staff. Mindy’s team of teachers and therapists worked tirelessly with the administrators to customize a program that would meet our daughter's specific needs. All of this was accomplished with an unbelievable level of warmth, patience and acceptance, and with consistent feedback on her progress.
Posts by SINAI Staff
Over the last year or so, I have been very lucky to work together with Cedar Wang, Holy Name Medical Center’s Director of Simulation Education, and Chavie Hagler, SINAI's Director of Adult Services, on a very special project. Together, we have set out to create hands-on training for health care professionals to enhance their skill in providing quality healthcare to individuals with intellectual and developmental disabilities. Our work until this point has included an in-depth literature review, two focus groups (one with adults who have intellectual or developmental disabilities and anoth
We are always so proud when a student steps out of her comfort zone and tries something new and difficult for her. This can often be a particularly big hurdle for a young person with an intellectual or cognitive difficulty, like many of our students here at SINAI's Shalem High School for Girls at Ma'ayanot.
This article is modified from a speech introducing the SINAI Shalem boys’ performance of The Wizard of Oz on April 12, 2016. The students began preparation for the show in September, and spent months leading up to the single performance for their friends and family.
One of our famous mantras here at SINAI Shalem High School is the phrase, “It’s not about cutting bread.” These are 5 simple, comprehensible words that mean so much more. To us, they represent the philosophy by which we design every learning experience. It is about process, not product.
With the start of the new school year and the approaching chagim, September is an exciting time. However, for parents—and particularly for parents of a child with special needs—it can also be uniquely challenging and daunting.
Let’s start with the fundamental belief that children with disabilities and special needs should be full members of a larger “mainstream” community. Although the term “inclusion” means different things to different people, in its purest sense, this is what inclusion is all about.
Teaching at SINAI, a school well known for its “Uniquely Special Education,” is an incredible privilege. Those of us lucky enough to work here are blessed with the opportunity to witness the small miracles that take place at SINAI on a daily basis. Every teacher takes pride in the success of his or her students, but those of us who teach children with learning disabilities or special needs feel a deep admiration not only of our students’ accomplishments, but of the efforts they undertake in getting there.
“Preparation is the key to success.” We hear this phrase over and over, but it is particularly true for the student with disabilities who is planning to go to college. In “Planning for College: Eligibility and Access to Disability Services,” published in The Jewish Link on November 6, I discussed the importance of researching the services available at different colleges, and eligibility for and access to these services. In this article, I will discuss the accommodations that may or may not be available to students with Learning Disabilities (LD) and ADHD.
Every high schooler finds the adjustment to post-secondary institutions anxiety provoking and full of challenges. But for the student with disabilities, preparation for this next stage in life requires additional consideration and planning. The student who was entitled to certain accommodations and modifications in high school needs to know what rights he or she will have in college and how to access those rights; knowledge and preparation are the keys to success in this transition.
With her flowing blond hair, saddle boots, and tattoo, Brooke – a consulting Occupational Therapist – was probably not expecting the challenge I posed to her the day she arrived at our school. “Avi needs your help learning to put on his tefillin,” I said, handing her a mess of boxes and straps that Brooke might have wished came with arrows indicating “This Side Up.” Addressing her unspoken concerns, I continued. “The teacher will show you how they are supposed to go. What we need from you is to figure out why Avi cannot seem to make them work.”