Gateways NewsBlog Feed

We all lead. We all follow.

By Holden and Stuart Karon
April 3, 2019

Holden Karon:

In my Torah portion, Aaron and his sons are getting ready to become priests.  Aaron and his sons stay in the Tent of Meeting that was used as a temBoy and male and female teen tutors stand at makeshift bimah with iPadple.  They should not leave the tent while they are getting ready to become priests.  Aaron and his sons stay in the tent for seven days.  

While Aaron and his sons are in the tent, they prayed.  They also apologized for things they had done wrong in the past.  Aaron and his sons only left the tent when they were ready to become priests. 

Priests are leaders.  Priests lead by comforting people.  They can also be leaders by helping people do mitzvot.  I can be a leader, too.  I can be a leader by helping other people.  I can also be a leader by being kind.  Now that I am a Bar-Mitzvah, I look forward to being a leader in the Jewish community.

 

Stuart Karon:

Gateways is a Hebrew school for kids who don’t learn in typical ways. My son, Holden, has been learning at Gateways since we moved to Boston six years ago. In preparation for his bar mitzvah, they sent home a pictorial version of his parsha (Tzav). It’s the first time I’ve seen an abbreviated, kid-friendly story provide more plot and detail than the original, unless you’re looking to brush up on the finer points of animal and grain sacrifices.

In the parsha, Aaron and his sons go into a tent for seven days to prepare to be Jewish leaders. Gateways has been Holden’s tent. They have kids for 90 minutes each Sunday. It took years but this past weekend, Holden finally worked up enough hours to equal one full week in the tent. Three young brothers standing in synagogue with Torah spread in front of them

In his d’var, Holden speaks of being a leader. He won’t run a country, a company or even a committee. He may never hold a job. So how can he be a leader? Jodi and I wouldn’t be here this morning if not for Holden. Holden likes coming to shul, and so Jodi and I have become Shabbat regulars.

The parsha doesn’t give much detail of what Aaron and his sons do in the tent. When we pick up Holden from Gateways, we don’t get a lot of detail about what they did. And like a typical teen, Holden doesn’t tell us much.

Holden is not a detail-oriented kid, but enough details have stuck to give him a general appreciation and enjoyment of Jewish ritual. For him, rituals may be more fun than serious. He lights up when the ark opens and he sees a Torah. He covers his eyes for the Shema and peeks through fingers with a grin as the rest of us recite the prayer.

Enthusiasm inspires others. Holden starts clapping before the pace of the song picks up and the cantor and rabbis encourage us all to clap. If he spies the table with the challah and wine rolling up the ramp, he leads the way to the bima before one of the rabbis calls kids up at the end of the service. We’ve been wondering if he’ll still be welcome to join the kids on the bima now that he’s officially an adult. I’m not sure anyone will be able to dissuade him.

Holden leads in subtle ways, too. We used to live in Vermont. Holden led us to Boston in search of better schools for him. He led Jodi to our synagogue’s inclusion committee. He leads me to the T, as in MBTA. Every time we drive through Newton Center, Holden says “trains” with his iPad, and points and looks eagerly toward Station Street. Luckily the T hasn’t imposed fare hikes for standing on the platform, at least not at our favorite stop where you can see trains come and go for nearly a mile. I may not be as excited by the trains as he is, but an hour under the Station Diner with no agenda offers a break from routine, not unlike being at our synagogue for Shabbat. We should all find such breaks in our busy weeks. If any of you are interested, Holden would be happy to share the platform and show you how exciting trainspotting can be.

Our fellow congregants have heard some of Holden’s iPad-based siddur, and they will hear more. Many people have contributed to his voice. The recordings come from volunteers who work with Holden at Gateways, sit with him at services and live with him. Holden and others like him may not find solutions to global warming or income inequality, but they inspire many people to help others.

We’re surrounded by efforts to include everyone in Jewish life. The ramp up to the bimah, the sound system and wireless hearing-assist devices, the kids’ books and fidget toys that work for adults, too. Our congregation has three rabbis with very different styles, and we have many teens and professionals who make Gateways happen.

Holden may need more help and guidance than a typical person, but we all rely on others. None of us would do too well if we had to produce all our own food, build our own shelter and fabricate all our own clothes using only materials and tools we find or make. Some of us write useful software using tools others wrote to do so. Some of us provide medical, spiritual and legal care, while at times needing a little, too. Some of us cut hair, drive trains and prepare our temple’s hall for the lovely kiddush we enjoy after services. We help and we need help.

Aaron and his sons went to the tent so that they could help others participate in Jewish life. Aaron and his sons wouldn’t have had much to do or to eat if no one had brought sacrifices to the altar.

On his bar mitzvah day, Holden is manning the altar. Consider bringing a goat or sheep as an offering. He’d be thrilled. He’d keep it as a pet instead of sending it up in smoke, but that should be preferable at a Conservative congregation. If a ram or goat from your flock is too much, a friendly “hello” or smile will do.

Including everyone in Jewish life and other aspects of our daily ritual can mean having conversations that don’t come naturally to us. It takes a little effort, but we can all find ways to talk to people like Holden, who can’t speak, and to those who may be independent and typical, but don’t have people with whom to speak. Say “hello”, smile and ask a question that’s outside the routine.

With Holden, keep it simple. Ask if he’s seen any good trains lately. Tell him you saw a big plane fly overhead as you came to shul or that a fire truck passed by your house recently. You’re sure to get a smile, and you’ll have made him and whoever is with him, usually Jodi or me, feel a little more welcome. Then try it with someone else. Let Holden lead us all to make community gatherings a little more friendly.

Category: Profiles

 

Taking the Next Step Into Inclusion

By Michelle S. Alkon, President, Gateways Board of Trustees
February 13, 2019

Jewish Disability Awareness, Acceptance and Inclusion Month logo 2019This year, during February, my synagogue, Temple Shalom of Newton, MA is observing Jewish Disability Awareness, Acceptance and Inclusion Month by highlighting different aspects of awareness, acceptance and inclusion through the words of our temple community members.

I recently had the following conversation with one of our members:

“We have come such a long way in including children with differences into the religious school,” she told me. “When my son went to Hebrew school here years back, they taught him in a substantially separate class.” She went on to note the elegance of our Shacharit program in which individual learning styles are accommodated for all children in an integrated program of small group Hebrew learning. However, she also wondered if things had really changed.

When her son was in middle school, all the kids were celebrating their b’nei mitzvah.  Every week, there were ceremonies and parties to which this child was not invited. He wondered why. He had gone to Hebrew school with these children for years. He thought they were friends. She explained to him that b’nei mitzvah were very special occasions and that children invited only their closest friends. Since he had very few children coming to his bar mitzvah, this made sense.

The congregant was the parent of twin boys. Although the boys were not close friends with her son, and attended a different middle school, they had gone to Hebrew school at Temple Shalom together. When the invitation came addressed to “Mr. and Mrs.,” she RSVP’d that the whole family would come. Her friend called and told her that her son was not invited: he might detract somehow from the lovely day she envisioned. My friend found this difficult to understand, since there were over 60 kids invited, and she and her husband would be there should an (unlikely) issue have arisen.  He did not attend. And although nearly 10 years had passed, tears of bitterness pooled in the corners of her eyes. 

We wondered if this would still happen now. Do families think of including a child with disabilities outside of organized synagogue events? Do the adults with chronic medical or mental illness or physical challenges get invited to home Seders or only to the community event? Has inclusion and acceptance become the norm? 

The Torah tells us "וְלִפְנֵ֣י עִוֵּ֔ר לֹ֥א תִתֵּ֖ן מִכְשֹׁ֑ל- Do not put a stumbling block before the blind" (Leviticus 19:14). We get this, right? We are informed, decent and well-meaning people: We do not purposely exclude anyone. We recognize that our diverse and inclusive community is a better, richer, more interesting place. During this Jewish Disability Awareness, Acceptance and Inclusion month, can we look at ourselves and our lives to consider how we can integrate awareness, incorporate inclusion and demonstrate acceptance?

To make this happen, we need to take a “yes and…” approach. For example, if you are a parent of an upcoming bar or bat mitzvah, ask your child if there is anyone in the class who might want to celebrate with them who was not first on the list. Call the religious school to ask the Director of Inclusion or other religious school staff the same question. 

Then follow up your invitation to the family with a phone call asking what you can do as the host to make the day successful for this young guest. Offer to welcome a parent or aide in the invitation if it would make the child feel more comfortable.

Remember that just as you did not know these families, they might not know you; they may not have not been part of regular playdates and organized athletics that are so much a part of the social world of our children. A welcoming introduction from you will go a long way toward increasing everyone’s comfort in a new situation. 

The same principle applies to forging new levels of relationships with adults. Make the invitation: for dinner, for a holiday celebration or party, and make the call. “Is there anything we can do to make this easier for you?” You might ask about access or food sensitivities, or pronoun preferences or whether they need help with transportation. I have a friend who takes a municipally-offered ride service, but it is unreliable; so I arranged a private disability van and paid for it, so that he wouldn’t have to worry about that as well. If you are reaching out to someone with a physical or mental illness, acknowledge they have been struggling. If they decline your invitation because it is just too much for them, offer something more one-to-one at another time.

There is a lot of information out there about how to make a person with a disability more welcome: using the right language, respecting their space and accommodations and evening the playing field. I urge you to take advantage of the resources offered through the URJ and in Massachusetts through the Ruderman Synagogue Inclusion Project. However, I have found a lot of the focus has been institutional, meaning, “How do we make our synagogues more inclusive,” rather than personal. It is important to make sure that people with disabilities have a place in our synagogues and schools.  But as Rabbi Lynne Landsberg has said, “We don’t welcome people with disabilities because they have disabilities; we welcome them because they are people.” It isn’t up to our institutions; we as individuals have to make the effort. 

And, by the way, it is not only individuals with disabilities who benefit. Inclusion benefits everyone.  People talk about universal design, the concept that changes made to accommodate a specific individual actually provide a more general benefit. The example often used is the sidewalk cutout, which was developed so people in wheelchairs could navigate city streets, but was actually appreciated by baby carriage pushers and people with wheelie luggage. Or the automatic door button, which can be used by someone with mobility issues or someone else with arms full of groceries. We are certainly incorporating elements of universal access in our designs for our temple renovation. Our bimah will be accessible for people who are mobility impaired, but also for grandparents. We will have an all gender bathroom that can be used by transgender congregants and as a companion bath for fathers with daughters or mothers with sons.  

But I’m talking about going beyond that. I’m talking about changing environments generally, rather than focusing on the individual and asking them to make the change. Friends of ours have a young son with autism who goes to a Jewish camp. He is incredibly slow moving. The words “hurry up” just don’t mean anything; neurologically, he needs to process, and it takes as long as it takes.  As you can imagine, this made him very unpopular with his bunkmates. During his first summer, everyone tried interventions to speed him up; but he was always the last one. He was very sad because he always had to go to activities all by himself. His second summer, the counselor made an announcement to the bunk on the first day: “Before you leave the cabin, look to see if anyone else is still getting ready.  If someone is still here, please wait and walk with him.”  No mention of a particular individual, no adult accommodation, and guess what? The kids just did it, AND every kid benefitted because, really, who likes to be left behind? Thinking outside the box about inclusive environments benefits everyone.

One thing you can easily do is get educated. We often find that programming around inclusion of people with disabilities or mental illness draws only attendees who “have skin in the game.”  Honestly, we all have a stake in this, and we will all benefit from increased awareness. There are a lot of learning opportunities offered in the Jewish community. 

I also urge you to be mindful and intentional about inclusion, not just opportunistic. Yes, you should greet someone at oneg, AND you could ask them something about themselves AND THEN, you could invite them for coffee. If you are planning an event, reach out to make sure it is inclusive, AND issue specific invitations to people who might be reluctant to attend.

It might seem like I’m asking you to do a lot of work. It’s not, really. Sometimes, an item feels like a burden when it is on your to-do list; but is a pleasant activity when it is executed. The personal and communal gain from making these kinds of efforts more than balances any uncertainty or discomfort in their undertaking. Jennifer Laszlo Mizrahi, CEO and President of RespectAbility, notes that, “The Jewish community overall can pivot from a mindset of doing things ‘FOR’ people with disabilities to doing things ‘WITH’ Jews with disabilities.”

The Jewish community is enriched by different perspectives and energized by the sharing of diverse experiences. Rabbi David Saperstein, former Director of the Religious Action Center of Reform Judaism teaches, “We are taught in Pirkei Avot, Ethics of our Fathers, ‘Do not separate yourself from the community.’ The converse is equally compelling: We must prevent anyone from being separated against his or her will.”

 

Author Bio:

Michelle Alkon is the President of the board of directors at Gateways: Access to Jewish Education.  She is also a board member at Temple Shalom of Newton, where she chairs the Disability Inclusion Task Force.  She recently retired as Director of Adult Family Support at the Asperger/Autism Network (AANE), where she worked with adults with Autism and related conditions and their families on a variety of issues including understanding how their disability might impact their lives as they approach relationships, work and independent living.   She is a frequent speaker at conferences for parents and professionals and has contributed to publications including the Autism Consortium’s guide, Transitioning Teens with Autisms Spectrum Disorders and the anthology, Voices of Autism.  Michelle has a master’s degree in public health from Harvard University, where she learned a lot, and is the parent of two children with autism, from whom she learned even more.

 

Category: Op Ed, Inclusion Profiles, Synagogue Inclusion

Tagged under: Synagogue Inclusion, Inclusion

 

Gateways: Access to Jewish Education Named One of America's Top 50 Innovative Jewish Organizations

By Gateways: Access to Jewish Education
June 4, 2018

Slingshot Guide 2018 CoverFor a tenth year, Gateways: Access to Jewish Education has been named one of North America’s top 50 innovative Jewish organizations in the thirteenth annual Slingshot Guide. The Guide has become a go-to resource for volunteers, activists and donors looking for new opportunities and projects that, through their innovative nature, will ensure the Jewish community remains relevant and thriving. Slingshot 2018 was released today.

Selected from among hundreds of finalists reviewed by over 100 individuals with expertise in grant-making and Jewish communal life, the Guide said that Gateways: Access to Jewish Education “is elevating the conversation around the inclusion of students with disabilities and is sharing its resources and expertise to create the conditions for sustainable inclusive impact on a larger scale as it prepares to expand outside of Massachusetts.Organizations included in this year’s Guide were evaluated on their innovative approach, the impact they have in their work, the leadership they have in their sector, and their effectiveness at achieving results. Gateways: Access to Jewish Education is proud to be among the 50 organizations honored for meeting those standards.

The organizations included in the Guide are driving the future of Jewish life and engagement by motivating new audiences to participate in their work and responding to the needs of individuals and communities – both within and beyond the Jewish community – as never before.

“Gateways: Access to Jewish Education is proud to be selected in this year’s guide, and thrilled to be part of the amazing community of the hundreds of innovative Jewish organizations included in the Guide over the past eleven years who continue to create positive change in the Jewish community,” said Arlene Remz, the organization’s Executive Director. "We are honored to be included among the ranks of other incredible inclusion organizations like Hidden Sparks, The Miracle Project and Judith Creed Horizons for Achieving Independence and alongside many other innovative Massachusetts-based organizations like Keshet, PJ Library, Mayyim Hayyim and Interfaith Family."

Slingshot Guide 2018 CoverAdded Stefanie Rhodes, Executive Director of Slingshot, which publishes the Guide each year, “Slingshot’s work is to help Jews find, fund and connect to meaningful, exciting experiences in Jewish life. We are proud to highlight organizations doing exceptional work, serving as the trailblazers for what is possible, meeting the community’s evolving needs and inspiring all of us. Whether we look to the guide for funding ideas, best practices or trends in Jewish life, it remains a resource for all of us, providing new tools and optimism for our collective future.”

Sarah Rueven, Slingshot’s board chair, agreed, "We are excited to highlight the work of organizations that strengthen Jewish life by rising to the challenges of the day and making our community more relevant to our generation. We are inspired by projects that help people connect to Jewish life in ways that both feel both fresh and relevant, while honoring our traditions. Readers will learn about valuable new projects and gain a deeper insight into the emerging needs in Jewish life, as identified by our community's top leaders.” 

Being listed in the Guide is often an important step for selected organizations to attain much needed additional funding and to expand the reach of their work, as the Guide is a frequently used resource for donors seeking to support organizations transforming the world in novel and interesting ways.

About the Slingshot Guide

The Slingshot Guide, now in its thirteenth year, was created by a team of young funders as a guidebook to help funders of all ages diversify their giving portfolios to include the most innovative and effective organizations, programs and projects in North America. The Guide contains information about each organization’s origin, mission, strategy, impact and budget, as well as details about its unique character. The Slingshot Guide has proven to be a catalyst for next generation funding and offers a telling snapshot of shifting trends in North America's Jewish community – and how nonprofits are meeting new needs and reaching new audiences. The book has been published annually since 2005. Each edition is available as a free download at www.slingshotfund.org, where you can learn more about Slingshot’s work and new strategy for continuing their impact into the future.


Category: News

Tagged under: News, Slingshot

 

Listen to Jeremiah Klarman's Open the Gates

By Gateways: Access to Jewish Education
January 17, 2017

Jeremiah KLarman plays the grand pianoGateways is honored to share an original recording of Jeremiah Klarman's soaring 2016 classical musical composition, "Open the Gates," which he wrote for Gateways' 2016 Sweet Sounds event. The piece includes seven variations on the themes of diversity, inclusion and transformation. Listen here.

Open the Gates: Seven Variations on an Original Theme

Open the Gates is a musical representation of Gateways’ commitment to diversity, inclusion and transformation. The piece utilizes each of these three elements. I wrote the piece using the theme-and-variation form, because of its metaphorical significance. The theme represents the core of the work; similar to the core mission of Gateways, it’s simple, concise and inviting. The variations that follow can each be thought of as an individual “gate.”

Perhaps coincidentally, the imagery of gates is not only associated with Gateways, but also with Temple Emanuel; there are “Seven Gates into Temple Emanuel,” hence the seven variations. Each variation represents a different genre of Jewish music.

This is the diversity aspect of the piece; every variation is unique and different, much in the same way that each child who benefits from Gateways is unique and different. Yet, all of the variations are held together by the theme, which represents the aspect of inclusion. Similarly, at Gateways, every child receives a Jewish education and is welcomed into the community, regardless of learning style or capability. This is the “theme” of Gateways. Over the course of the piece, the theme becomes more expansive, and by the end is transformed into a set of celebratory dances, as the gates are opened. I envision this as symbolic of the transformation that children and families experience through the work of Gateways and how everyone is changed by benefiting from the inclusivity and diversity that Gateways offers.

© 2016 Jeremiah Klarman; used with permission of author/composer.

Category: News

 

What is Response to Intervention?

By Beth Crastnopol, Director of Professional Development Programs
February 12, 2016

Students with hands raised

Day schools are known for their rigorous, dual curriculum. School hours are longer than typical public schools and learning expectations are high. So, how do we make the day school option work for a diverse population of learners? How can we build an inclusive community?

At Gateways, we have embarked on a journey with local day schools to assure that all students will be successful by using a process called Response to Intervention (RTI). RTI, simply put, is a process that involves examining student learning through formal and informal assessment, identifying student needs, choosing interventions to improve learning, and then assessing effectiveness. Interventions are put into place, effectiveness assessed, and teachers respond in their instruction. The result is that students do not slip through the cracks, instruction is personalized, and achievement is optimal.

As I visit day schools today, I see highly committed and caring teachers who may lack the tools and curriculum knowledge needed to reach students who learn differently. At Gateways, we are beginning to work with selected schools to help them implement an RTI process. It is challenging and often messy work with many ups and downs.

We’ve discovered that schools need to start with a self-assessment process to help prioritize and set goals. We are also exploring ways to build and strengthen the school’s core instructional programs. RTI is presenting schools with a powerful process that will open the door for success for more students. As we develop this process through our school partnerships, we plan to share what we learn and look forward to hearing comments.

Category: Reflections & Perspectives