Showing posts with label disabilities. Show all posts
Showing posts with label disabilities. Show all posts

Monday, October 28, 2013

They Will Take us to the Next Level
Ch. 2: Media Portrayals of Disabilities.

Welcome back to a series of posts by Education students HUC-JIR's New York School of Education. I asked the director, Evie Rotstein to provide some context for this next piece:
This is from an assignment in a course on Diverse Learners taught by Rabbi Richie Address; which is the very first course we are offering around this topic.

Choose a text, film, book, play, TV episode that deals with issues related to diversity, inclusion, or disability, What is the dynamic involved? How do you related to it as a rabbi, educator or cantor?
Please continue to comment! The response to Ch. 1 was lovely!

- Ira

Media Portrayal of Disabilities 

Brian Nelson

"About 20 percent of people have disabilities, but only about 1 percent of speaking parts in television portray disability." - RJ Mitte

Walter “Flynn” White Jr., one of the main characters in the television show Breaking Bad, has Cerebral Palsy. From the very outset of the show, Walt Jr. is portrayed as a fairly typical teenager, although one of the earliest episodes depicts him being relentlessly teased while shopping because he has difficulty putting his own pants on in the dressing room. Walt Jr. is clearly upset by the harassment, and tries to ignore it. In that particular scene, Walt’s mother tries to discourage him from responding to the harassment, a suggestion he ignores.

At other various times throughout the run of the show Walt Jr. confronts the limitations of his disability as he lives a typical teenage life. One striking example of this is when he starts learning to drive a car. Walt Jr. struggles to learn the mechanics of driving without the full use of his legs. He eventually masters the task, eventually driving a Mustang.

Ultimately, Walt Jr.’s disability is not highlighted as a major obstacle in the narrative of this television show. Rather, Walt’s disability is portrayed as simply a part of his life, and his family’s life. What’s more, the actor selected to play Walt Jr. is an actor with Cerebral Palsy. According to an interview with RJ Mitte, he was in the right place at the right time to be cast in the role and he considers it as an incredible opportunity to advocate for people with disabilities.[1]

The situations portrayed in Breaking Bad bring to mind the commandment “Do not put a stumbling block in front of the blind” because situations on this show demonstrate ways in which a family may remove potential stumbling blocks, instead. In our positions as Jewish Educators it is our responsibility to treat our students with disabilities in a similar way. We must support those in need of help, and do all we can to help them have a typical learning experience.

Brian Nelson is a rabbinic/education student in the New York School of Education with residency on the Cincinnati campus. Brian grew in Minnetonka, Minnesota and attended college at the University of Minnesota where he studied History and Political Science. During and after college Brian worked in the Twin Cities Jewish community at Temple Israel, Bet Shalom, and Mount Zion in a variety of capacities, and spent numerous summers at Temple Israel's summer camp, Camp TEKO, before attending HUC-JIR. This year he is working as an Education Intern at Isaac M. Wise Temple in Cincinnati, OH.


Thursday, August 12, 2010

Inclusion By Design, Not By Default

This is turning into a week of daily posts by people who make me think. I hope they make you think as well - and react. I have known Fran Pearlman longer than she would like me to say. She is an educator's educator, and whenever we are together I learn something new. When she came to the Detroit area in the early 90's she demonstrated a mastery of special needs education that I could only hope to achieve - and this was back when most of us were just bemoaning doctors who over-prescribed Ritalin, rather than redesigning our Religious Schools to be responsive to the needs of nearly all learners. This was published today in the The Jewish Educator, Summer 2010/5770, the journal of NewCAJE. A conversation about NewCAJE is for the future. For now, I thank them for creating a new forum for Fran's learning and teaching to be shared more widely. And I cannot agree enough that we need to get much better at inclusion and meeting all learners where they are. I am very proud of the work of my congregation. We have done a lot, but we still have far to go. I would love to hear how you are addressing these needs in your setting.   -- Ira

Fran Pearlman
In 1981 I began my administrative career in Jewish education in a part-time position. The responsibilities were described as hiring, training, and supervising staff; creating programs; and writing curriculum. Nothing was shared about the students in terms of learning styles or preferences, and certainly the words “inclusion” or “special needs” were never mentioned. At that time, special education was a separate entity in the secular world and certainly in the Jewish education world. There were separate classrooms with specifically trained and experienced faculty who, theoretically, met the needs of those students who were classified as “special edu.”

Almost thirty years later, Jewish education across denominational lines finds itself facing the challenge of inclusion, modification, adaptation, and a vast, new lexicon of educational terms. To date, Jewish education has advanced only baby steps toward the inclusion of all students. The time has come to confront this need and move from being Jewish educational institutions of inclusion by default to ones of inclusion by design. The time has arrived to formally address the challenge of inclusion by providing our educational leadership with the proper training and knowledge in order to welcome all students into their schools. Jewish educational leaders need to be both educated and welcoming; to be both cognitively aware of the needs of all students and able to expend the emotional investment to invite all students into a warm and inclusive community.

Where does the transformation need to take place? The first place is in the formal training of our educational leaders. Just as innovative and up-to-the-minute pedagogy, with its strategies and philosophies, are a necessary and integral part of the education of these future leaders, special education experience and training also is an essential component. Providing the terminology, definitions, strategies, and approaches of special education and how it can be adapted to Jewish educational settings is critical. Tools and practice in communicating with parents of special needs students also is essential for the development of a successful inclusionary school. Educating these leaders about the difference between a self-contained classroom and inclusion, the benefits of each, and when each is necessary or preferred are other aspects of this education.

The second level of education needs to be directed towards the entire faculty. Statistically, 4-5% of every classroom consists of students with some special needs, diagnosed or undiagnosed. Sometimes we know who these students are and sometimes we do not, however, teaching to reach all students and to the multiple skills and intelligences in the average classroom is a charge to each and every Jewish teacher. It is up to the Jewish school and its educational leader to provide appropriate and regular guidance and education in how teaching to all can maximize the learning of all.

The demand for successful inclusion is not new to Judaism. The mandate for inclusion is steeped in Jewish tradition. Within the bounds of Jewish law, rulings specifically are articulated regarding the disabled in Jewish ritual law. Leviticus 19:14 specifically prohibits cursing the deaf or putting a stumbling block before the blind. Rather than ignoring those with disabilities, the body of Jewish law specifically addresses those who are blind, deaf and/or mute. While these categories of disabilities certainly are not exhaustive and do not address the scope of the disabilities found in our society today, it is a beginning, based on what was known then.

We are well past the beginning of fulfilling the mitzvah of inclusion. It is time that we are proactive and assertive in both our philosophy and in our actions as we move towards Jewish educational institutions of inclusion by design.

Fran Pearlman is the Director of Education at Oceanside Jewish Center, NY, and serves as a consultant for MatanKids, which provides consultation and direct service in the area of special education in Jewish educational settings.