Creating a ‘Safety-Net’ for Yeshiva/Day School Students with Exceptionalities

Credit: Unsplash

Chanoch l’anaar al pi darcho –  “Educate a child according to his way”  (Proverbs, 22)

Disclaimer: This blog does not pertain to any one particular school or institution which this writer is involved, but rather the variety of day schools and yeshivot which have shared with me their needs, concerns and experiences It also reflects a series of in classroom and school observations in a variety of day schools/yeshivot by this author.

                                                              PART ONE

Background

Over the past several decades our Jewish day schools and yeshivot have experienced a dramatic increase in the number of students with exceptionalities (learning challenges, styles and/or special educational needs).

Whether this phenomenon is the result of a growing demographic shift in the number of students with exceptionalities or the result of more frequent and/or sophisticated early intervention diagnostics is a continued ongoing debate.

In light of this reality, I suggest that it may (underscore “may”) be a combination of the two. In addition, this conversation does not include gifted and talented students who also fall under this classification or category. Instead, Part II  will be devoted exclusively to the topic of gifted and talented students..

The number of students with exceptionalities and/or learning styles in our day schools and yeshivot is undeniable. To be sure, it is estimated that between 15% – 20% of our students have some form of learning challenge or atypical learning and behavioral disposition.

When referring to the variety of students with exceptionalities, I include the cognitive, social and emotional aspects or wellbeing  of our students.

Although this writer has not worked directly with special needs students in a clinical setting, my experience as a teacher, principal, head of school and senior coach, has provided me with a variety of credible insights which have informed my interest and opinion on the subject.

Observations:

One of the most difficult challenges I have observed when observing schools is the manner in which teachers, faculty and the administration respond to students with exceptionalities.

Although I am very hesitant to paint a portrait of these schools through a single brush stroke, I am continuously amazed, if not taken aback by how many schools are not necessarily responding effectively to the variety of student special needs or challenges present in their schools.

As a disclaimer, I need to be very clear and up-front by emphasizing that there are many day schools and yeshivot that respond to this challenge by providing a wide array of  state-of-the-art programs and services for their students with varying learning styles. Having said that, there are also many who unfortunately do not.

Over the past several years, I have visited a variety of Jewish day schools and yeshivot via a wide range of assignments. Whether on a site visit for an accreditation agency, as a consultant or as a coach, I have observed a variety of classrooms which were indeed challenging at best from a classroom management perspective, and are comprised of students who possess a variety of  significant cognitive, social and emotional challenges.

I use the term “exceptionality” in order not to classify these students as those with “learning disabilities” but rather a variety of different “learning styles”. These include students who have significant learning  and attention deficits. as well as unmet social and emotional needs.

Parenthetically, I am always extremely sensitive to the classification of these students in light of the potential inappropriate “stigma” associated with labels and clinical classifications. My preference has always been to consider these students as those with different learning styles and social/emotional dispositions; plain and simple.

Either way we define these students, the reality is relatively clear – they all by-and-large require some form of learning, educational and/or psychological  intervention – whether they be remediation, speech and language therapy, psychological counseling and therapy, decoding, processing  or developmental assistance. And, they are all entitled and deserve the best  special services possible – especially if they are enrolled in our Jewish day schools and yeshivot. It is not only an institutional responsibility but a communal imperative.

The challenge still remains, are these student needs really being met across the board, and if not (which is my assumption), what should be our communal leadership response.

The Challenge

One of the most arduous and challenging realities I have seen when observing many schools and classrooms with  these exceptional students is the manner in which many schools (not all) response or don’t respond to student learning, social and/or emotional needs and requirements.

The reasons for this perception are many – from the lack of trained faculty and staff to the inability of teachers, faculty or the administration to fully understand, appreciate or recognize the full extent of  student special  needs or requirements in their own respective classrooms.

Several years ago, I was invited to a well-known and respected middle and high school yeshiva day school in order to observe several classrooms. The purpose of the visit was to help prepare the school for an eventual accreditation visit followed by a strategic planning process. These observations took place over a full week and each classroom was observed several  times.

While observing these classes, I was absolutely amazed and taken aback to witness how many students were exhibiting behavioral  and discipline issues as well as cognitive processing challenges. In fact, the skills that  the teachers were attempting to teach were significantly below their normative grade levels. These included, reading and math exercises, as well as  Hebrew language and biblical text study,  exacerbated by a lack of student focus, attention and in many cases, understanding.

Six month later I visited another school in order to assist the school in its self-study process. I observed the exact same results with few exceptions.

There are many who would posit that these  behaviors and academic deficits may be  due in part  to the covid pandemic impact on teaching and learning. Then, there are those who suggest that these deficits existed way before the pandemic. However, the impact of the pandemic may have affected academic performance more dramatically.

As a well respected friend and colleague  (who has researched this area extensively), once said to a group of educators and psychologists……  “we must be very careful not to understate or overstate the impact of covid on student academic growth, performance or achievement….but, one reality is  crystal clear ….poor student  academic performance became weaker and regular performing students, remained  exactly the same.

He also posited that research needs to be more fully understood, especially since there is a growing body of data and  evidence suggesting that there are  a  select group of students who did in fact  learn and perform  extremely well when isolated from classroom stimuli and environments.  This is a topic which deserves further conversation.

Getting back to the topic at hand….

Following my classroom observations, I was invited to a series of post visitation review sessions with principals, heads of school, select teachers and school counselors in order to report what I had observed in their respective classrooms and to suggest several  potential strategies for future consideration.

I began the conversation by asking the group whether any of their students were in receipt of special services such as therapy, remediation or counseling support. The responses were all basically the same – “just a few select students who are receiving private services outside of school, including via the public school system”.

I was not totally surprised by these responses. However, I was somewhat disappointed by the cavalier nature of the responses. I would have expected the school  leadership sitting around the table to suggest that they need additional resources in order to respond to these unmet student  needs and that not having these resources to support special student programs was of major concern.

These responses, and other very similar responses (way to extentitive to describe), may suggest  that  many of our day schools and yeshivot  are just way too overwhelmed with other exigencies and are either resigned to the providing their students with a  comprehensive learning safety-net, are at a loss as to  how to respond to these challenges, do not have the training, or (as I am told) are hesitant to offer too many of these programs for fear and concern that parents and prospective parents will view the school through special needs lenses.

As an educational leader, consultant, coach,  teacher and influencer, with over 30 years of experience in the field, I will not opine as to which of these reasons or excuses are more common or prevalent. To do so would require hundreds of pages and the navigation of unlimited rabbit holes.

.Each of  these concerns require and even demand responses which are commensurate with the challenges and perceptions as presented.

Moving Forward

If we are all in agreement (a big “if”)  it is imperative that our day schools and yeshivot respond to the needs of students with exceptionalities …..operationally, functionally and structurally.

The following suggestions, recommendations, approaches and strategies are presented for consideration

First, it is essential that our schools, irrespective of philosophy, or haskafa must have an admissions policy, process and procedure which demands a comprehensive  review of  the prospective student’s academic, social and emotional profile. This information is usually available, with rare exception via the student’s  prior school, pediatricians, etc.

Once an assessment of the student’s eligibility for acceptance is determined, it is essential that the school admit the student only with the proviso that the school has the services, resources and programs commensurate with the student’s academic, social and emotional needs.

If these special resources are not available, the parents of the student will unfortunately need to explore other schools or options for their child.

As we know, it is never ever  easy or comfortable to reject a student from being admitted to one of our day schools or yeshivot. And in select cases many unqualified students with “influential” familial community ties are admitted, only to regret that decision in the near future.

We must always keep in mind that it’s easier to reject a student’s admission to the school at the front-end of the process than it is to kick the can down the road  and demand an exit strategy for the student later in the year. It’s just not worthwhile under any circumstance.

In addition, it may in fact be more detrimental to the student if the student .is accepted with no safety-net, scaffolding or academic, social and emotional support.

Finally, we must also think about the misplaced student’s  impact on the class balance and effective learning by other students in the class.

Several Strategic and Tactical Suggestions

As our schools  seriously experience a  myriad of special student needs, challenges and opportunities, they should consider the following:

• all Jewish day schools and yeshivot must have a comprehensive student admissions policy and  process including the extensive review of the student’s academic, social and emotional backgrounds and dispositions;
• all day schools and yeshivot should not accept students unless there is a safety-net and support system in place which is  commensurate with a student’s special cognitive, social and emotional needs;
• it is imperative that all teachers, administrators, rabbeim  and educational personnel participate in ongoing intensive and extensive  in-service professional development training relating to early intervention, classroom management, modified curricular goals and expectations for select students;
• the creation of a comprehensive  school-wide action plan for students with exceptionalities; and
• all parents must be informed regarding the ongoing progress of their children and should be urged to participate in school-sponsored parenting seminars, workshops and consultations.

EndNote

As we move our day schools and yeshivot forward, it is imperative that our schools create  programs and  safety nets for our students with exceptionalities. It is our responsibility, obligation and an imperative.

But, first and foremost we must create a sense of urgency based on need in order to fulfil the requirement and obligation of  chanoch l’naar al pi darko – educatie a child according to his/her need.

Remember – all of our children are special, regardless of disposition.