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There’s a significant uptick of energy in the Jewish Disability World right now. People are talking about this issue in ways they never have before - and organizations are (finally!) making commitments to change. At Temple Beth-El in Hillsborough, New Jersey we are not perfect, but I am so proud to be an integral part of a community that is committed to this ideal and is continually striving to improve. We have always done this work because it is the right thing to do. We have made commitments of both time and money because no one should be left on the outside of congregational life. Ever. We do not do this work for the fanfare and certainly not because we owe it to someone. We do it because we owe it to EVERYONE. We all benefit when our communities are truly inclusive. It really is exciting to go to work every day and think about what we do well, while helping to discover ways that we can do it even better. But even though we don't do this work for the praise or recognition, there is no question that kavod (respect) for hard work and commitment is significant. I genuinely appreciate that our congregation had the opportunity to be honored at the recent URJ Biennial as an Exemplar Congregation is Disability Inclusion. It was a joy to celebrate our accomplishments and it was special to be surrounded by others committed to this holy work. At TBE we will use this honor as a springboard to continue to move forward, finding ever more ways to widen our reach and welcome everyone. Inclusion matters. It's not a favor we do. It's not a program or a classroom or a social action project. Inclusion is a state of mind. Because, quite frankly, what still stands in the way of inclusion in most communities is attitude: "The biggest barrier to creating an inclusive program is not the lack of resources, knowledge, or accessible facilities. The biggest barrier is actually one of attitude...we must understand that inclusion is first and foremost a philosophy. It is a mindset and a belief that everyone has value and something to contribute. It is a willingness to see the ability in everyone and match skill with challenge. It is an understanding that what our programs really provide at their heart is the opportunity to build relationships, learn who we are, and develop skills. It is being committed to the process of making our programs accessible — not only in the physical sense, but also by ensuring that each person’s participation is meaningful….Once we understand that inclusion is not a place, a program, or a time-limited opportunity, and that it is a state of being and a way of operating that says “all are welcome,” we can overcome the practical barriers of resources, knowledge, and accessible facilities." ~ ACA (American Camping Association) When we embrace that inclusion is who we are and who we want to be, we can always figure out how to make it happen. Don't miss a post from Removing the Stumbling Block:

What is normal? According to Dictionary.com, normal is defined as "conforming to the standard or the common type; usual; not abnormal; regular; natural." But really, normal is arbitrary; what is "normal" for you is not necessarily "normal" for me. Look around. Each one of us is different. People come in all shapes and sizes. No two exactly the same. From Mishnah Sanhedrin 4:5: "A human being mints many coins from the same mold, and they are all identical. But the holy one, blessed by God, strikes us all from the mold of the first human and each one of us is unique." We are different by design. So isn't each of us "normal" in our own way? Striving for the arbitrary "normal" seems to me a waste of time and energy. I think Maya Angelou has it right, "If you are always trying to be normal, you will never know how amazing you can be." Don't worry about being "normal". Be amazing. Be sure not to miss a post from Removing the Stumbling Block:

The “Commonly Confused Words” worksheet is a focused educational resource aimed at teaching the correct usage of the homophones “They’re,” “Their,” and “There.” At the top of the worksheet, a designated space is provided for students to write their names, thereby personalizing their work. The top of the page features a brief explanation of each...

The time on the Jewish calendar between the holidays of Pesach (Passover) and Shavuot is reserved for counting the omer. This mitzvah (commandment) derives from the Torah commandment to count forty-nine days beginning from the day on which the Omer, a sacrifice containing a measure of barley, was offered in the Temple in Jerusalem, up until the day before an offering of wheat was brought to the Temple on Shavuot, the holiday that commemorates the receiving of the Torah at Mount Sinai. We use this time for reflection on our journey through the wilderness as we move from freedom to revelation. As such, there are many wonderful commentaries and teachings on what it means to "count". Here are some of my thoughts: Prove that Every Child Counts. In the coming weeks we will read the Torah portion Bemidbar, a census-taking of the Israelites in the wilderness. The Torah spends intentional time identifying exactly who was counted, listing them by names and by their families. This was a significant way of telling them: “You have names, you have families; you are dignified human beings, you are not objects...you EACH count!” Too often people with disabilities are referred to by their classification, diagnosis, physical attributes or limitations. We hear people say, “the Autistic boy in my class” or “that girl in the wheelchair”. Even worse, we still hear words like crippled, retarded, handicapped or diseased. These words and statements are demeaning; undermining individuals for who they truly are. It should be our goal to move away from the disability as the primary, defining characteristic of an individual, and rather recognize it as but one of several aspects of a whole person. This sums it up nicely, I think: As we relieve our journey through the wilderness, as we count the omer, let us remember God’s message to the Israelites, for it is still a message that we must embrace today: “You each count.” Sign up here to be sure you never miss a post from Removing the Stumbling Block:

This is the time of year when teachers are busy setting up their classrooms and preparing for the new year ahead. The focus is on designing welcoming spaces and thinking about ways to create a positive learning climate. In addition to the content preparation, student background and decorations, teachers need to focus on ways to develop positive, healthy relationships both with and among their students. These relationships are at their best when they are built on a foundation of trust. In Building Trust in a Classroom I shared four ideas for making this a reality: rarely use the word wrong, develop an atmosphere of trust rather than simply talking about it, demonstrate emotional consistency and foster a joyful classroom. However, it is often so much easier to talk about these ideas than it can be to actually do them. I am often asked HOW. Teachers may fully understand the concept and want to do this successfully, but they seek to learn the best activities for building trusting relationships. “The best activities” is subjective. Any expert teacher can suggest their favorites. And of course we should share these ideas widely with one another. But what makes any activity the “best” is a combination of a teacher’s personality and teaching style, student personalities, the dynamic between students, preparation and a myriad of other logistic factors. I frequently share the activity in A Lesson to Build Relationships as it is terrific with older elementary students, middle school students and teens. Here is another activity designed for young elementary and preschool-aged children. Buddy Walk to Build Trust Design a simple obstacle course with objects and items that you have readily available. Teach the word/idea trust to students. Demonstrate the obstacle course to the children. Pair children and explain that they will need to trust their partner to help them through the obstacles. Have children work through the course. Teacher should float through the activity using the language of trust to encourage, support and assist students as needed. Pairs switch so the other partner can go through the course. Bring group back together and reflect on the experience, highlighting the ways that trust was successful and brainstorming ways to improve where trust was more challenging. Variation: For slightly older students (grades 3-4), one partner can be blindfolded as the other leads him/her through the course. Do not blindfold any student who is fearful. Again, the "best" activity for your classroom will be the one you work hard to plan, think through and enjoy along with your students. What are some of your favorite activities for building trusting relationships? Never miss a post from Removing the Stumbling Block:

Setting, Mood, Tone: Teach, Practice, Test Have tone and mood been stumbling blocks for your middle grade students? One of the most frequent questions I get from teachers is about how to teach tone. Now, I no longer have to reply, "I'll be darned if I know!" ;) This resource contains all of the tricks I've always used, plus some additional goodies! This Teach, Practice, Test unit is an engaging, interactive, step-by-step way to teach setting, mood, and tone. It’s a thorough unit that includes a PowerPoint presentation with guided notes, follow-through practice worksheets, and an editable test that includes multiple choice and written response questions. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ***Save 25%! This product is now part of an amazing, money-saving bundle: Literary Elements: Teach, Practice, Test*** ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ This is what teachers are saying about Teach, Practice, Test units: ★ I wish there was an A+++++ option! My students love this! It may be the best thing I've ever bought on TPT, and I've bought a lot. ★ I love your products! The powerpoint is beautiful and the handouts are designed with amazing detail in mind. Thanks! ★ One of the best products I've purchased from this site! Extremely thorough and easy for the students to follow. ★ I can't give this enough A's!!! Organized, rigorous, everything I need to teach the objectives for the standard. Once the lesson is complete the strategies can easily be applied to whatever text we are reading in class. ★ The organization allows for quick preparation of district lesson plans. If your life is full in and out of school, this is the resource you need. ★ I don't generally leave reviews. However, this is PERFECT for my intensive kids that are struggling with these concepts. Apart from being incredibly thorough, the artwork is adorable. It is a bargain considering everything it has. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ The lessons are versatile and easy to use. You can use them exactly as they are, or you can change them to fit your needs and the needs of your students. The PowerPoint presentations can be used with the guided Cornell notes or with the interactive notebook notes. You can stick to one method, or you can mix and match. Both come with lesson plans. The step-by-step gradual release method starts with guided note-taking and then moves into scaffolded practice. It includes everything that students need to achieve mastery of the topic. And I've even included some fun, interactive video links that your kids will love! Take a look at the preview, so you can see everything you're getting! The zip file includes ♦ 35+ slide PowerPoint presentation ♦ 40+ page pdf file including lesson plans, notes, worksheets, and answer keys ♦ 3 page test: editable PowerPoint version Others in the Teach, Practice, Test series: ♦ Plot: Teach, Practice, Test ♦ Literary Elements: Theme Interactive Notebook or Cornell Outline Choice ♦ Figurative Language: Teach, Practice, Test You might like Book Report and Craftivity for Fiction: The Exploding Box Poetry: Close Reading Step by Step Strategies for Success How to Write an Essay Requiring Text Based Details Argumentative Essay Writing{Common Core Aligned} Informational Essay Writing: Complete Common Core Unit As always, you can contact me at [email protected] with any questions. Thanks for checking this out! Darlene

Embrace failure as a stepping stone, not a stumbling block, on your journey to success. | 43 comments on LinkedIn

Bringing disability inclusion and faith communities together

I am often contacted by colleagues at other synagogues looking to become more inclusive. One in particular shared that a member of her community is interested in endowing a special education program for their religious school and she hoped that I might be willing to dream with them a little. So she asked me, “What would you do with $30,000? With $50,000?” Wow! First and foremost, just as every child with a disability is unique, so is every synagogue community that seeks to include them. Therefore, my answer to the question will vary depending upon a number of factors: Do you have an existing program to expand or is this start-up? Do you have identified students in your community that you seek to serve, or do you hope to build a program that will attract students and families to your synagogue? What is your school’s vision? What is it you hope/want for each student when he/she completes your program? And how do you get them there? But then I found myself thinking, as is often the case, about the bigger picture. Why do conversations like this only happen when significant money comes into the picture? Why aren’t we, as synagogues, making inclusion a priority and FINDING the money? Why is the most common question asked when I give a presentation or lead a workshop: “How do you afford it?” (Disclaimer: The synagogue I spoke with already has great partnerships in disability work and are now fortunate to be receiving this gift to build upon what they have started.) Let’s go back, for a moment, to question number three above. Vision. Shouldn’t EVERY school’s vision incorporate inclusion? We talk often about adaptations, modifications, and accommodations; and they are essential. However, I'm not sure we talk often enough of vision. True inclusion is figuring out how to ensure that your vision is not compromised for the sake of providing special services. Rather, you must provide the supports each student needs so that the school’s vision can be a reality for every student. I get it, trust me. I live in the real world of synagogue life; the world of declining membership, financial struggles, and tough choices. Sure, there are angels out there…but isn’t inclusion too important to wait for an “angel”? Isn’t it essential that we make inclusion a reality regardless of our means? Click here to read Affording Inclusion - Part 2 Sign up here so you never miss a post from Removing the Stumbling Block:

Naming your business can be one of the first big stumbling blocks you face when you start your business. Some people deliberate for months or even years, waiting for the perfect business name. But I always believe it’s better done than perfect! It’s much more important for you to step into your lif

This post contains affiliate links. One of the most popular posts on this blog is called Fair Isn’t Equal. In it I include a wonderful graphic that helps to illustrate the difference between the concepts of fairness and equality. Most people believe that “fairness means that everyone gets the same”; whereas in reality “fairness means that everyone gets what he or she needs.” Further, fairness is one of the most commonly used arguments against inclusion. “Teaching students of different abilities in the same class isn’t fair to those who can move at a quicker pace,” or “It’s not fair to hold back some students to prevent others from falling behind.” The best way to accommodate students of varying abilities in the same learning environment is through differentiated instruction; a methodology which enables students to progress at their own pace via activities that are developmentally appropriate. I also firmly believe in transparency. I think that the methodology and the premise behind it should be shared with students, enabling them to understand and support one another more fully. "The Band-Aid Activity" is not something that I created; but it is a successful way to help students understand the concept of fairness (versus equality) in a differentiated classroom. The Band-Aid Activity Distribute “injury cards” to students (index cards with various injuries listed one per card). Ask students, one at a time, to share their injury, giving each student a band-aid (regardless of the injury). If anyone complains or questions the band-aid, simply say that it would not be fair if everyone did not get the same thing. Questions for discussion: Was it equal that everyone got a Band-Aid? Was it fair that everyone got a Band-Aid? Why or why not? (Everyone getting the same thing wasn’t fair because it didn’t help most of the students. Sometimes students will do different things in class, but everyone is learning and getting what they need. It is important not to make anyone feel bad about doing something different.) Depending upon the age of the students: What other things in the classroom are our “injuries” like? What else can the Band-Aids be compared to? (The Band-Aids are like getting the help you need in class. When a teacher is working with a small group or individual student, interrupting or distracting them is like taking away the student’s Band-Aid.) **Variation: Give all but the last student a band-aid. Add in a discussion of how it felt to be the only one without a band aid. There can be other variations of the activity depending upon the age of the students, but this can certainly be used in a discussion format with middle school students and teens. And here is a terrific link to a blog explaining this lesson in action with young children. Do you have any great activities for teaching fairness? Sign up here to be sure you never miss a post from Removing the Stumbling Block:

In so many ways, this image speaks for itself. But it also reminds me of the video "I am Brianna Couture". It's a video meant to open our eyes to the notion of invisible disabilities. Let's engage in an exercise. Say (or think) the word "disability" and write the first five words that come to your mind (or draw what you think of, or say five words into a recording device...). Were your words physical traits, intellectual descriptions or social/emotional concepts? Do your words express limitations or gifts? Are their connotations positive or negative? Watch the video: Now repeat the exercise from above. Did your words change? Is your thinking slightly different now that you have watched the video? I hope so. That was the point. We make assumptions all the time without really learning someone's situation. We must strive to give the benefit of the doubt and seek to understand others and their situations without judgement. Too often, when discussing inclusion in faith communities, I have heard: "We don't have any members (of our congregation) with disabilities, so we don't really need to think about inclusion." Really? There are NO members with disabilities? Watch the video again. And if it’s true...if your congregation really doesn't have a single member with a disability; why not? I would venture to guess that an unwillingness to consider inclusive practices keeps those members with disabilities away. Our attitudes continue to be the greatest barrier to inclusive communities. We don't "do inclusion" for our members. Rather, creating an inclusive community is about being ready. When we wait until someone comes through our doors, often it is too late and the accommodations become reactive. True inclusion is proactive. We should always be prepared to say, "welcome"; of course we can accommodate your needs. Don't miss a post from Removing the Stumbling Block:

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As teachers, we excel at teaching our students to share, but when it comes to other teachers on our grade level, well, that's another thing. Some teachers are afraid their teammates will think they are bragging if they share a great idea. Others have heard snippy comments from the team's Negative Nelly, so they no longer feeling comfortable sharing. Making yourself vulnerable is hard to do if you have a negative climate. Research shows that collaboration is beneficial for both teachers and students. So, why is true collaboration, working as a functional team so difficult? Have you watched television shows like Dr. Phil show lately? If so, then you've seen first hand examples of dysfunctional families. Teams of teachers, like families, can be functional or dysfunctional, too. Both families and teams are made up of people. Each person has his or her own unique personality, strengths, weaknesses, and experiences that affect how we interact with others. All of these can work for a team or work against a team. There are a few personalities that are stumbling blocks for team work. Not every team will have all of these personalities on their team. But, even one can cause teams to stumble. Negative Nelly will always have a few choice words to put a damper on your enthusiasm. Nelly is concerned about how much work is involved with using your idea. She is the type of teacher who should have been a lawyer because she is extremely legalistic. She is probably one of the few teachers on your campus who has read your teacher's contract frontwards and backwards. If your contractual time is 7:35 - 3:20, she will show up at 7:35 and leave at 3:20 without a paper or book in her hand to take home. No grading papers at home for her because your district gives teachers prep periods for a reason. She follows the letter of the law when it comes to your contract. Her other concern is parental complaints. She is afraid her parents will complain if they hear about all the great stuff your students are doing. This is why she is so vocal at meetings. She not only wants to make decisions in her classroom, she wants to decide how you should teach, as well. Stuck-In-a-Rut Rita is less than pleased with your great idea, too. Rita has been teaching the same lessons the same way her entire career. She doesn't have 14 years of teaching experience. She has one year of experience 14 times. She doesn't care what you teach or how you teach. But you'd better not come to a team meeting and tell her how to teach. She's a live-and-let-live kind of person. Frankly, she doesn't care if her parents hear about the wonderful things in your classroom, because she's content with the way she teaches and she's not about to change now. If it's not broken, why fix it, is her motto. Timid Tina is actually open to new ideas, but she's afraid that if she shows support for your idea, she'll feel the wrath of Negative Nelly. Timid Tina has some great ideas, too but her teammates never hear about them because they intimidate her. If you walked in her classroom, you would be surprised and impressed with what her students are learning. When she closes her classroom door, it's just her and her students so she can teach her heart out. She has great ideas, but she doesn't want her star to shine because then she'll face her teammates' wrath. She's content flying under her teammates' radar. What can you do? Not every team is made up these personalities. Just like one student can affect the chemistry of your class, having one of the personalities above can affect the chemistry of your team. To have collaboration and true team work, the expectation needs to come from the top. It helps if your principal gives clear expectation of his/her view of team work and how it should look. Team work is not a code word for every class on the grade level teaching the exact same lesson everyday. No matter how much effort is put into making class lists, there will always be differences from class to class. One class may be full of strong writers but be weak in math. Another class may be math wizards but need extra support with reading. Each teacher needs the flexibility to adjust lessons to fit his/her class. Working as a team can give you resources to better meets the needs of your class. Each teacher has strengths when it comes to teaching. Get suggestions with your puzzle kids. Puzzle kids are those students you can't quite put your finger on. You know they aren't learning all they should be, but you can't quite identify what the problem is. Your teammates can help you brainstorm ways to help your student. This is true R.T.I. at its best! You've heard of show 'n tell for students, with teachers you can have show 'n share. For show 'n share, each teacher brings one idea to team meetings to share. Each person shares what he/she liked about the idea and gives each teammate a copy of the idea. This also helps with the Hopalong Cassandras of your team. Hopalong Cassandra takes the path of least resistance. She is content to hopalong on her teammates' coat tails. She would rather have ideas and lessons handed to her, than expend her own effort. You will often hear her say, "Many hands make light work." Well, the problem with this scenario is Hopalong Cassandra's hand wants a hand-out instead of using them to lend a helping hand. When each person is required to bring a favorite idea of what he/she is teaching to team meetings, each person is held accountable. You will find this will also help with teacher burnout. Most teams have at least one teacher who is an Above-and-Beyond Annie. Yes, Annie thrives on making every moment a teachable moment. She wants to reach every child. You can often find Annie on the internet looking for ideas for her puzzle kids or in the library checking out extra resources to enrich her lessons. She is a librarian's best friend because she keeps the circulation numbers up, but also her worst nightmare because checking in and putting away all of her materials is a lot of work. But, even Annie needs her batteries recharged. How does she get recharged? She gets a charge out of hearing great ideas. Remember, not every team will have all of these personalities. Just like one student can affect the chemistry of your class, having one of the personalities above can affect the chemistry of your team. Is your team a candidate for the Jerry Springer show or Leave It to Beaver show?

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I’m in the advice-giving business. Take any of the many hats that I wear and at some point every day I will offer advice. Educator, Jewish professional, Inclusion Specialist, teacher trainer, blog author, supervisor, mentor, parent, friend… each one of these roles has some advice-giving inherently built in. And lest you read any negativity here, it is not implied. Giving advice often gets a bad rap, but it’s not the advice itself that’s really at issue. At issue is the way the advice is given; the issue is often the advice GIVER. Case in point: We run the risk of “becoming the wallpaper” when we are the ONLY voice consistently sharing a specific message. We need partners. Otherwise we help advice get its bad name, as each of us alone could veer too close to nagging, hassling or badgering. Please don’t misunderstand – I am not suggesting that we stop offering advice or stop sharing our message. Rather, I am suggesting that we need to consistently vary the ways in which that message is delivered. A perfect example: Sometimes all is takes is a simple shift to another point of view. Or maybe it's as simple as using a different modality to amplify your message. So let me give you a little advice... Don't miss a post from Removing the Stumbling Block:

I was reading a well-known and highly regarded book about a significant Jewish spiritual practice when I stumbled onto the following passage: The Hebrew term for gratitude is hakarat ha’tov, which means, literally, “recognizing the good.” The good is already there. Practicing gratitude means being fully aware of the good that is already yours. If you’ve lost your job but you still have your family and health, you have something to be grateful to be grateful for. If you can’t move around except in a wheelchair but your mind is as sharp as ever, you have something to be grateful for. If your house burns down but you still have your memories, you have something to be grateful for. If you’ve broken a string on your violin, and you still have three more, you have something to be grateful for. I was instantly struck by the ableism in this passage. I really wanted to be wrong, so I quickly snapped a photo and sent it off to a trusted friend/colleague/disability advocate who confirmed what I already knew. Her words, “That line is so problematic. People are so quick to pit physical and cognitive disabilities against one another and to create an arbitrary hierarchy of disability. There were so many other examples the author could’ve used. I agree with you - that one misses the mark entirely.” Sigh. I became profoundly sad, realizing thousands of my colleagues - clergy, educators, and other prominent leaders - have read these words and absorbed them matter-of-factly, moving on to the other “more important” messages of the book. THIS is the pervasiveness of ableism, and I think the first step toward eliminating it is for each of us to come to recognize it. So let’s start from the beginning. Ableism is defined by The Center for Disability Rights, Inc. as a set of beliefs or practices that devalue and discriminate against people with physical, intellectual, or psychiatric disabilities and often rests on the assumption that disabled people need to be 'fixed' in one form or the other. An ableist society treats non-disabled people as the standard and allows for discrimination to occur against those who are disabled by inherently excluding them. We also need to understand the difference between the medical and social models of disability to fully recognize ableism. The medical model (most common way to define disability) states that people are disabled based on their impairments or differences. This places the “problem” of disability on the disabled individual, making it their responsibility to “fix” themselves in order to participate in an able world. The social model of disability, however, helps us to reframe our understanding of disability as a product of social and physical environments. A wheelchair user is fully able in their home that accommodates them. It is only when faced with a building without ramps that they become disabled (unable to participate). Viewing disability through the medical model can promote ableism. Here are two clear examples of ableism: 1) While some think having wheelchair ramps is sufficient, true accessibility accommodates all types of disabilities. This includes Braille, seeing-eye dogs/assistant dogs, ergonomic work-spaces, easy to grip tools, closed captions, class note-takers, recording devices for lectures, etc. Expecting individuals with disabilities to develop their own workarounds to any number of barriers is both condescending and discriminatory. A lack of access to places and services open to able-bodied counterparts, even with laws in place to prevent such inequality, is ableism. 2) Ableism is embedded in the English language. Words like “lame”, “crazy”, and “idiot” have a history of discrimination toward people with disabilities and perpetuate the assumption that disability is a detriment. The language we use towards and about disabled individuals (“wheelchair bound,” “suffering from”) disregards their autonomy. Equally as significant as the language used is what the use of such words & phrases suggests the speaker feels about the individuals these represent. When a society's language is full of pejorative metaphors about a group of people, those individuals are more likely to be viewed as less entitled to rights such as housing, employment, medical care, and education. The use of language that perpetuates the assumption that disability is a detriment is ableism. So what can we do about ableism? We must work to make sure there is always a seat at the table for everyone. Then we need to consistently check ourselves to be sure we treat people with disabilities with kindness, dignity, and respect once they are at the table. Combating ableism can be as simple as treating disabled people as you would anyone else. Educate yourself about disability. If you don’t have a disability or you’re not close to a person with a disability, take it upon yourself to learn. Remember that disabilities come in a wide array of shapes & sizes and affect people in many different ways. Part of being a good ally is arming yourself with knowledge about the issues and challenges people with disabilities face every day. Interact with disabled people. Many people are afraid to interact with a disabled person for fear of saying or doing the wrong thing. First, understand that someone with a disability is just a person. Like anyone else, they have unique personality traits, likes and dislikes, and hopes and dreams. They have good days and bad days. They might crave social interaction during certain times and prefer a quiet space or a break from talking at others. Treat disabled people the way you would like to be treated. Ask before offering assistance; don’t assume a person wants or needs help. Speak directly to a person with a disability rather than to their caregiver or companion; don’t treat the person as a child or someone to be pitied. Treat assistance and service animals with respect, recognizing that they are working animals, not pets. Finally, refrain from being too inquisitive about an individual’s disability. Check your language use. Casual conversations have the ability to perpetuate the assumption that disability is a negative experience just as much as formal language use, if not potentially more so. We need to be aware of and stop using such phrases as “wheelchair bound,” “suffering from,” and words such as, “blind,” “idiot,” “moron,” and “crazy”. Becoming aware of our own speech is a huge step toward recognizing and eliminating ableism. Finally, speak out. It may not be easy, but pointing out ableist language and behavior to others in kind and respectful ways can help them to recognize and make their own changes as appropriate. I realize that my next step must be to reach out to the author of the prominent book I mentioned at the beginning of this post. I hope that pointing out the ableist language he used will help him to understand so that he shifts his language going forward. What steps will you take to eliminate ableism? Make sure you never miss a post from Removing the Stumbling Block:

There’s a terrific image floating around Pinterest for teaching diversity: Speaks for itself, right? Well, it got me thinking. (You’re not surprised, are you?) I found myself wondering how I might use this image to create an activity that not only teaches diversity in skin color, race or ethnicity, but also includes conversation about disability. The Egg Activity to Teach Diversity & Inclusion Materials: 1 small white egg 1 extra large white egg 1 brown egg 1-2 eggs (any color) with marks or “imperfections” 1-2 eggs (any color) with slight cracks (not enough to break the egg open) Activity: 1. Display all of the eggs. 2. Ask students to describe the various eggs, noting similarities and differences. Be sure to highlight the following differences: · Size of eggs · Color of eggs · Markings · Cracks 3. Direct students to guess what the eggs will look like inside. 4. Crack each egg open in a separate bowl. 5. Compare how, despite the exterior differences, all of the eggs are the same on the inside. Depending on students’ age; emphasize the ways we tend to underestimate people and their abilities when we judge them only by the way they look. Discuss how this might positively change the way we treat people in the future. Variations for older students: 1. If your classroom has been established as a safe space, some older children and/or teens may feel comfortable sharing their own challenges and/or disabilities as a part of this conversation. This could be the perfect opportunity to discuss such “invisible disabilities” as dyslexia, processing disorders, anxiety, etc. Possible extension: 1. Make a list of things that are important about you that others would easily know just by looking. Make a second list of things that are important about you that others would not be able to know just by looking. Which list is longer? Which list feels more important? What can this teach us about ourselves and other people? Sign up here to be sure you never miss a post from Removing the Stumbling Block:

There is an ad for Guinness beer that made the rounds a while back. It’s not your typical splashy display of barely clad women and flashy cars. Rather, a group of men are shown playing a game of wheelchair basketball. At the game’s end, all but one of the men leaves his chair, and together they go out for a beer. Have you seen it? There is a lot to like about this ad, in my opinion. Of course there are the overt messages of friendship and depth of character. But my favorite line is a seemingly throw away one. At the end of the game, as the men head off the court, the man who always uses a wheelchair comments, “You guys are getting better at this.” This subtly, but effectively, demonstrates not only the ongoing nature of their playing together, but that the true athlete in this ad is the man who uses a wheelchair. His friends have yet to achieve his level of ability. Awesome. I am genuinely impressed by the subtle and yet powerful example of true inclusion this advertisement demonstrates. The accommodation was not one in which they made it possible for a man using a wheelchair to play like the others; but rather, together, these men found a way to level the playing field, creating their own opportunity for meaningful participation. There are obvious lessons for the classroom. Read: Accommodating Isn't the Same as Inclusion. Aiding a student or an athlete to enable participation might seem reasonable, but it is far more inclusive to re-frame the whole lesson, activity or game to enable everyone’s equal participation. Be sure you don't miss a post from Removing the Stumbling Block:

I can’t honestly think of too many times when it's "ok" to turn a do into a don’t. Actually, it’s typically just the opposite, especially with children. When trying to help shape a child’s behavior or teach a child a value, it’s far more effective to use positive language. For example, instead of “don’t run”, it’s a better choice to say, “walk” (the do is implied, of course). I feel strongly that we should all try to use "do statements" in both parenting and in teaching. Nonetheless, I will break from my own advice for a moment. Once you watch this video called "Don't Limit Me", I think you will understand why. With thanks to Cindy Barclay of Surprising Treasures for bringing this special video to my attention. Don't (see what I did there?) miss a post from Removing the Stumbling Block:

I was reading a well-known and highly regarded book about a significant Jewish spiritual practice when I stumbled onto the following passage: The Hebrew term for gratitude is hakarat ha’tov, which means, literally, “recognizing the good.” The good is already there. Practicing gratitude means being fully aware of the good that is already yours. If you’ve lost your job but you still have your family and health, you have something to be grateful to be grateful for. If you can’t move around except in a wheelchair but your mind is as sharp as ever, you have something to be grateful for. If your house burns down but you still have your memories, you have something to be grateful for. If you’ve broken a string on your violin, and you still have three more, you have something to be grateful for. I was instantly struck by the ableism in this passage. I really wanted to be wrong, so I quickly snapped a photo and sent it off to a trusted friend/colleague/disability advocate who confirmed what I already knew. Her words, “That line is so problematic. People are so quick to pit physical and cognitive disabilities against one another and to create an arbitrary hierarchy of disability. There were so many other examples the author could’ve used. I agree with you - that one misses the mark entirely.” Sigh. I became profoundly sad, realizing thousands of my colleagues - clergy, educators, and other prominent leaders - have read these words and absorbed them matter-of-factly, moving on to the other “more important” messages of the book. THIS is the pervasiveness of ableism, and I think the first step toward eliminating it is for each of us to come to recognize it. So let’s start from the beginning. Ableism is defined by The Center for Disability Rights, Inc. as a set of beliefs or practices that devalue and discriminate against people with physical, intellectual, or psychiatric disabilities and often rests on the assumption that disabled people need to be 'fixed' in one form or the other. An ableist society treats non-disabled people as the standard and allows for discrimination to occur against those who are disabled by inherently excluding them. We also need to understand the difference between the medical and social models of disability to fully recognize ableism. The medical model (most common way to define disability) states that people are disabled based on their impairments or differences. This places the “problem” of disability on the disabled individual, making it their responsibility to “fix” themselves in order to participate in an able world. The social model of disability, however, helps us to reframe our understanding of disability as a product of social and physical environments. A wheelchair user is fully able in their home that accommodates them. It is only when faced with a building without ramps that they become disabled (unable to participate). Viewing disability through the medical model can promote ableism. Here are two clear examples of ableism: 1) While some think having wheelchair ramps is sufficient, true accessibility accommodates all types of disabilities. This includes Braille, seeing-eye dogs/assistant dogs, ergonomic work-spaces, easy to grip tools, closed captions, class note-takers, recording devices for lectures, etc. Expecting individuals with disabilities to develop their own workarounds to any number of barriers is both condescending and discriminatory. A lack of access to places and services open to able-bodied counterparts, even with laws in place to prevent such inequality, is ableism. 2) Ableism is embedded in the English language. Words like “lame”, “crazy”, and “idiot” have a history of discrimination toward people with disabilities and perpetuate the assumption that disability is a detriment. The language we use towards and about disabled individuals (“wheelchair bound,” “suffering from”) disregards their autonomy. Equally as significant as the language used is what the use of such words & phrases suggests the speaker feels about the individuals these represent. When a society's language is full of pejorative metaphors about a group of people, those individuals are more likely to be viewed as less entitled to rights such as housing, employment, medical care, and education. The use of language that perpetuates the assumption that disability is a detriment is ableism. So what can we do about ableism? We must work to make sure there is always a seat at the table for everyone. Then we need to consistently check ourselves to be sure we treat people with disabilities with kindness, dignity, and respect once they are at the table. Combating ableism can be as simple as treating disabled people as you would anyone else. Educate yourself about disability. If you don’t have a disability or you’re not close to a person with a disability, take it upon yourself to learn. Remember that disabilities come in a wide array of shapes & sizes and affect people in many different ways. Part of being a good ally is arming yourself with knowledge about the issues and challenges people with disabilities face every day. Interact with disabled people. Many people are afraid to interact with a disabled person for fear of saying or doing the wrong thing. First, understand that someone with a disability is just a person. Like anyone else, they have unique personality traits, likes and dislikes, and hopes and dreams. They have good days and bad days. They might crave social interaction during certain times and prefer a quiet space or a break from talking at others. Treat disabled people the way you would like to be treated. Ask before offering assistance; don’t assume a person wants or needs help. Speak directly to a person with a disability rather than to their caregiver or companion; don’t treat the person as a child or someone to be pitied. Treat assistance and service animals with respect, recognizing that they are working animals, not pets. Finally, refrain from being too inquisitive about an individual’s disability. Check your language use. Casual conversations have the ability to perpetuate the assumption that disability is a negative experience just as much as formal language use, if not potentially more so. We need to be aware of and stop using such phrases as “wheelchair bound,” “suffering from,” and words such as, “blind,” “idiot,” “moron,” and “crazy”. Becoming aware of our own speech is a huge step toward recognizing and eliminating ableism. Finally, speak out. It may not be easy, but pointing out ableist language and behavior to others in kind and respectful ways can help them to recognize and make their own changes as appropriate. I realize that my next step must be to reach out to the author of the prominent book I mentioned at the beginning of this post. I hope that pointing out the ableist language he used will help him to understand so that he shifts his language going forward. What steps will you take to eliminate ableism? Make sure you never miss a post from Removing the Stumbling Block:

There is significant value to building relationships when seeking to foster inclusion. And yet, even when we understand the importance of cultivating authentic, meaningful relationships, the practicality of helping students actually do it can be daunting. Here is a lesson specifically geared for older children and teens: 1. Have a conversation about the power of words. Discuss how easily words can hurt a person and how it is just as easy to use words to lift someone up. 2. Brainstorm together positive words that might be used to describe a friend or someone you care about. Consider steering children away from generic words like “nice” and “fun”. 3. Have one student sit in front of a white board. Gather the other students around him/her to write positive phrases. No peeking! Take a photo of the student and the board when it is complete. Photo and lesson idea credit: Melissa Farnsworth Variations: Do this activity once a week until every student in the class has had a turn. If you have a white board that is rarely used, consider turning it into a display. Keep the original activity up along with the photo and encourage students to add to the board throughout the week. “I was sitting on a beach one summer day, watching two children, a boy and a girl, playing in the sand. They were hard at work building an elaborate sand castle by the water's edge, with gates and towers and moats and internal passages. Just when they had nearly finished their project, a big wave came along and knocked it down, reducing it to a heap of wet sand. I expected the children to burst into tears, devastated by what had happened to all their hard work. But they surprised me. Instead, they ran up the shore away from the water, laughing and holding hands, and sat down to build another castle. I realized that they had taught me an important lesson. All the things in our lives, all the complicated structures we spend so much time and energy creating, are built on sand. Only our relationships to other people endure. Sooner or later, the wave will come along and knock down what we have worked so hard to build up. When that happens, only the person who has somebody's hand to hold will be able to laugh.” ~ Rabbi Harold Kushner Be sure you never miss a post from Removing the Stumbling Block:

If you have done any reading or learning in the area of mindset, you know that the word “yet” can be a powerful game changer. It can help move from a fixed mindset to a growth mindset. Here is the concept: Help students change from saying and thinking “I can’t” to believing “I can’t yet.” Shift them from “I don’t get it” to “I don’t get it yet.” Push them from “I don’t know” to “I don’t know yet.” And encourage them to abandon “This doesn’t work” for “This doesn’t work yet.” It’s a significant way to re-frame our thinking; and can help those who are consistently down on their own accomplishments to recognize there is always an opportunity for more. The idea of yet can be a subtle and meaningful reminder that we are always growing, always learning. In F is to Face Challenges I shared how the acronym of FAIL can represent First Attempt In Learning. How amazing it could be if we tackled our personal frustrations with “yet”. How significant for an adult to model this language and embrace this belief system rather than simply saying the words to children. We know that modeling works, but somehow we don’t seem to use it as effectively and consistently as we should. So how does all of this lead us back to inclusion? Again, if we shift our thinking to embrace the power of yet, we can move that much more steadily on the road to inclusion. It allows us the room to take steps and manage them before moving on to the next. It helps us to see that we can be inclusive by opening the doors and starting the journey, and that we don’t have to wait until we reach an arbitrary end point to say we are inclusive. Way too often organizations believe that if they “can’t do it all” they are not or will not be inclusive. Unfortunately, there are even disability advocates among us who criticize organizations for not being “inclusive enough”. Imagine harnessing the power of yet in such situations: “We can’t meet your daughter’s needs here,” can become, “We understand that we are not meeting your daughter’s needs yet, please be our partner so we can do this more effectively together.” “We do not have an accessible entrance/bimah/bathroom,” can become, “We do not have an accessible entrance/bimah/bathroom yet.” And, “We can’t afford those structural changes,” can become, “We can’t afford the structural changes required to improve our accessibility yet.” What’s more, despite the frustrations they may feel, how powerful if those wishing to access our congregations also embraced the power of yet: “I am pulling my daughter out of your program because you can’t meet her needs!” can become, “Your program doesn’t meet my daughter’s needs yet, I will help you understand how to do that more effectively.” “I have to leave my temple/school because the entrance/bimah/bathroom isn’t accessible” can become, “This space isn’t fully accessible yet, but this is my community and I will help to guide those changes.” And even more powerful is what can happen when ALL of our teachers embrace this belief and demonstrate a “yet attitude”: “He/she doesn’t seem to be getting anything out of this lesson…yet” “Her/his behavior is so challenging and I just don’t know what to do…yet” The power of yet is real and unmistakable. How will you use it? Sign up here so you never miss a post from Removing the Stumbling Block:

I had the opportunity to learn about Israel education with my colleagues at the Association of Reform Jewish Educators annual gathering. I felt fortunate to learn among friends who care so deeply about the future of Reform Jewish education and I eagerly sought new ideas and gleaned significant insights. For me, one session had greater impact than the others. Rabbi Yehudit Werchow, the Director of Israel Engagement for the Union for Reform Judaism, led us in a conversation about what it can mean to find the "I" in Israel engagement. The focus of our dialogue was on what each of us brings to the conversation; our personal narratives, our personal journeys, the deeply personal stories that shape our understanding. Our discussion was rich and meaningful, and I was impressed by Yehudit’s choice to use poetry & music as the tool to explore our memories, experiences and connections to Israel. Almost immediately I found myself wondering what it would mean to engage in a conversation about finding the "I" in inclusion. How do our personal stories and journeys inform the way that we feel about and teach about inclusion? How can these stories help us to shape our personal and professional practice? Jewish and secular education professionals have long known that our work is built on relationships. It is critical to honor each personal story and experience to make room in the process for every stakeholder. When we celebrate personal journeys, we acknowledge that each of us can make a valuable contribution to shaping and driving successful inclusive practice. Sign up here to be sure you never miss a post from Removing the Stumbling Block:

This post contain affiliate links. One of the things I most often discuss when leading inclusion training sessions to be more inclusive is the importance of reframing. We discuss reframing attitudes and reframing language, notions that tend to be fairly easy to understand, even if challenging to consistently apply. Somehow, for teachers, the place they most get stuck is when it comes to reframing their lesson plans. Even with the right intentions, many teachers find it difficult to consistently design lessons with an eye toward inclusion. There is also a lot that good teachers take for granted, especially in successful classrooms. I am guilty of this, too. When we have activities and strategies that have been successful, why would we think about changing them? Because to be truly inclusive is to look at every lesson, every activity, every strategy and ask ourselves, "is this inclusive?" Accommodating isn't the same as inclusion illustrates this concept. It might be "fine" to adapt an activity or add a component to it to make it more successful for specific students, but it is truly inclusive when we reframe the entire activity in a way that makes this addition a seamless part of the whole. Celebrating Our Mistakes With thanks to Michelle Steinhart of Temple Israel Center in White Plains, NY for this excellent idea! As teachers set up classrooms - organizing, labeling and decorating - many are also thinking about systems of behavior management. Most are reading student files and will reach out to begin getting to know their students before the school year even begins. Teachers may learn that a particular student is a "perfectionist", one who struggles to let work go when she thinks she has possibly made a mistake or who will have a meltdown when she does something "wrong". A typical system of behavior management (I am NOT a fan! Read why.) would likely have this student earning tickets or stars each time she is able to hand in an assignment with only one revision. Reframe the system: Begin with a classroom discussion of making mistakes and failing as a part of the learning process. Create a system where each student gets to put a marble in the jar when he or she has made a mistake. Just as in other, more traditional systems, the class will earn a reward when the jar is full. What's different? First, students are taught that mistakes are a part of the process of learning and growing. Next, the student who struggles to let work go or has a meltdown when he has made a mistake is no longer singled out. Rather, he is celebrated and comes to learn that he has something valuable to contribute to the classroom community. Finally, this is a system that celebrates diversity rather than penalizing students for not conforming to an arbitrary set of ideals. Buy what you need: Sign up here so you never miss a post from Removing the Stumbling Block:

updated November 2020 Inclusion takes intentional planning and hard work. Especially now in the time of remote and hybrid learning experiences. Even the most seasoned educators are figuring out a new way of teaching and will make mistakes from time to time. It is not a time to be critical of ourselves or others. Rather, the key is to recognize that mistakes will happen. Our goal is to accept responsibility and grow in the process. Here are what I believe to be the ten most common inclusion mistakes: 1. Not devoting enough time for planning Most teachers will agree; there are just not enough hours in the day to do it all. Yet successful inclusion requires intentional planning. It can not be accomplished by short-cut. Each of us is guilty of rushing from time to time, but to be committed to inclusion means to devote the necessary time to appropriate planning. 2. Going it alone Jumping off from number one above, inclusion is at its best when teachers plan intentionally AND collaborate. There is no shame in asking for help; ever. Despite this, many teachers feel that asking for support or assistance is a sign of weakness or lack of competence. Many teachers also believe that they have do it themselves if they want it done right. Letting go of some of the control and working in collaboration with others is not only acceptable, it is critical for successful inclusion. 3. Forgetting that successful education isn't one-size-fits-all When we find strategies that work, it’s easy to assume that those same strategies will continue to work. However, the truth is that many students, particularly those with disabilities, require different strategies across different learning situations. Educators must have a “bag of tricks”, but consistently pulling the same trick out of your bag will prove unsuccessful. 4. Assuming that accommodating is the same as inclusion Making accommodations is necessary to ensure that the needs of all students are met. However, simply adapting or adjusting lessons is not inclusion. Inclusion is about belonging. It is about every student being fully integrated into the life of the classroom. Making accommodations is an integral part of the process, but it is not sufficient in and of itself. 5. Believing that group work is the same as differentiating instruction Differentiating instruction is a methodology which enables students to progress at their own pace via activities that are developmentally appropriate. It exposes all students to a vast array of learning opportunities and experiences. Simply assigning students to work in groups is not an effective form of differentiation. 6. Thinking that fairness in the classroom is best accomplished by equality. Fair is not equal. Fairness is when everyone gets what he or she needs to be successful. Students should not be compared to one another or to an arbitrary level of expectation. All students should be working toward progress from their own current level of functioning. 7. Not having an inclusive school community despite highly successful special education programs This one is hard for teachers to control on their own, but ignoring it altogether will not move a community forward. Advocates for inclusion must raise their voices at every opportunity and support those who have yet to fully embrace the value of inclusion. Special education teachers have a unique vantage point in a school community and can help colleagues and school leaders learn to advance their inclusive practices. It may not be part of your “classroom work”, but it is absolutely a part of the job. 8. Underestimating a student We have all done it; been wonderfully surprised when a student accomplishes something we never expected. We do not mean to underestimate our students, but sometimes we haven’t yet seen what he/she is capable of achieving. It is essential for us to always push our students to their highest potential, even if that potential has yet to be fully discovered. This is what it means to expect competence. 9. Not practicing what you preach Do you teach special education, but justify parking in a handicapped spot because “you are just running in for a minute”? Do you advocate for school inclusion, but then allow your own child to exclude another child in her class with disabilities from her birthday party? We need to work toward a place where we are as inclusive in our personal lives as we are in our professional ones. It’s important to be consistent models for our peers and our children, not just in formal situations, but in day-to-day life choices and experiences. 10. Reinventing the wheel Educators too often recreate materials and/or lessons that have already been successfully developed and utilized. Collaborating, sharing resources, and taking the time to find a proven differentiated lesson will pay off later as you free up more time to devote to student’s individual needs and issues. None of these mistakes make you a bad teacher! Rather, recognizing our natural human tendencies and our own limitations will enable us to grow both personally and professionally. The day we stop learning is the day we should stop teaching! Sign up here so you never miss a post from Removing the Stumbling Block:

This post contains affiliate links. There’s a young boy in our school who has been struggling this year. He likes coming to school and gets along with the other children, but he has a very tough time settling down, focusing, and he speaks inappropriately to the teacher, often demonstrating a great deal of disrespect. Mom and I speak a lot. This is the younger of her two boys, and she has already gone through the process of having her older son diagnosed and supported in school. So this isn’t new for her and she is very open and willing to discuss the challenges. She is both sympathetic and supportive, recognizing that the teacher is doing her best to support her son. It came as no surprise to either of us when he was finally diagnosed with both Attention Deficit Disorder (ADD) & Oppositional Defiant Disorder (ODD). We know that the ODD is more challenging in the classroom, but we are also aware that if we find ways to support the ADD, he is less likely to feel the frustration that leads to other types of acting out. Amazon items pictured here: zipper bracelets marble fidgets tangles smooth seat cushion nubby seat cushion Mom and I discussed some of the various fidgets that might help him and many are already in use in the classroom. We also discussed introducing a seat cushion to help with focus. I let her know I have two being used in another classroom, so I let him try each out and share which he would prefer. He chose one with a nubby texture, but I bought both anyway. They were delivered within a week and I brought it to him at the start of his next session. I didn't even think twice about it. This is what mom shared that he needed so we decided to give it a try. It wasn’t overly expensive, and it isn’t a difficult tool to manage in the classroom. The absolute worst thing that might happen is that it isn’t as successful as we hope it might be and we’ll work to find other tools and strategies. (Don’t worry, those seat cushions will not go to waste!) Here’s the frustrating part. She has been asking for such an accommodation from her son’s secular school for two months. Two months! Let's put that in perspective: 40 days of classroom time. Roughly 6 hours a day. So basically they have been waiting for a simple, low-cost accommodation (a purchase of under $25 from Amazon - clicking on the picture will take you to the product - that took me 10 minutes to complete online) for nearly 240 hours. Why? Why is the school district failing to listen? Why aren’t they getting him the tools he needs to be successful? This child is in our school and attends twice a week for two-hour sessions. From the time I let him try the seat cushions until they were delivered and I brought one to him, he was in class without it for 3 hours. And you know what; I wish it could have been less! But to still be waiting after two months? I know that there are other extenuating circumstances and I know that not everything is as simple as I am making it seem, but really, sometimes the accommodation really is this simple. If nothing else, here is what we accomplished by bringing this tool in quickly: mom knows that we care. She knows that her son matters and she knows that we listened to her. We are willing to work in partnership and figure out, together, how to help him find success. This isn’t about advanced degrees or specialists or expensive adaptations. Sometimes inclusion is just about listening. Sign up here so you never miss a post from Removing the Stumbling Block:

So often, when we have conversations about the inclusion of people with disabilities in synagogue life, the conversation turns to money. It is inevitable that well-meaning leaders will wonder what accessibility and inclusion might mean for their bottom line. Yet, when confronted with this concern, rather than rattling off the items on my long list of affordable options, I have taken to responding with a question of my own; “How can you afford to NOT be inclusive?” (Read more about my thoughts on this in the two-part series Affording Inclusion). To be clear, when I use the word “afford” there is certainly a reference to finances. But it is essential that we make inclusion a reality regardless of our means. When I say we can’t afford to turn anyone away, it’s because I believe, genuinely and wholeheartedly, that there is a place for every person in the Jewish community. Those who argue that inclusion is detrimental to the bottom line also tend to find it difficult to consider building programs and making necessary accommodations for a seemingly invisible population. Maybe you even find yourself thinking that you don’t need to do these things because you don’t have anyone with disabilities in your congregation. For argument sake, I will accept that notion (I really don’t. So many disabilities are not visible.), but if it’s true that your congregation has no members with disabilities, then it begs the question, “Why not”? Most individuals with disabilities are not within our congregations because they can’t be – they are not physically able to enter, they are not made to feel welcome, and their needs are not met once they are there. We must remember our moral imperative as Jews to make our synagogues fully inclusive. Exclusion, intentional or not, causes us to be a less desirable community. As we learn from Pirkei Avot: “Ben Azzai taught: Do not disdain any person. Do not underrate the importance of anything for there is no person who does not have his hour, and there is no thing without its place in the sun.” Each one of us, created in God's image, has a gifts to offer and a right to belong. Isn't it time to make the shift from wondering how we, as synagogues, camps and Jewish institutions, can afford inclusion, to recognizing that exclusion costs us so much more? Don't miss a post from Removing the Stumbling Block: