Today’s post is from Education Fellow Elaine Barenblat.
As a young girl, I was very involved in my home congregation, as many children with active parents tend to be. I embraced the role of active young member; it never crossed my mind that I had a choice to not be as active as I was. Everyone in my congregation knew me as someone who, at a very young age, was unafraid to lead her congregation in prayer, was a devoted member of the youth choral, and was also known to be a staunch supporter of the annual rabbi versus cantor capture-the-flag game. Since I was surrounded with Judaism in most aspects of my life, I always felt like ours was a robust community; I knew my congregation was amazing!
Now, as an adult, I have a little more perspective, and have learned that all things are relative. My home congregation is in San Antonio, Texas; compared to many other southern Jewish communities, ours is sizable. We have a full-time rabbi and cantor, a beautiful building, and my graduating Hebrew School class had about 15 students.
It is an amazing congregation, but it’s not as big as I thought it was when I was little.
On one of my first fledgling journeys outside of San Antonio, I found myself in Boston, Massachusetts. It was there that I began to suspect that my circumstances were not at all as enormous as I thought they were. I realized that what made my congregation seem so big and vibrant was not the actual size of the building or the number of people on our roster, but the connections I made.
I have since moved back to the South, and have had the wonderful opportunity to work with various communities across a 13-state region, where my new theory about congregational life has been reinforced time and time again: it’s not about the size of a congregation, it’s about the connections we find there.
The students with whom I work seem to feel the same connection to their communities that I felt to mine, particularly if, like me, they are active members at a young age. Children do not often think to compare their situation to others unless the connection is made for them by those who have had outside experiences. My takeaway is that while each community is bound to have its struggles, it is also uniquely attuned to helping their children make important lifelong connections.
In other words, no matter how large or small a congregation, the sense of community and the belief that “my congregation is amazing!” is something we can help instill and nurture in every child – and, yes, in every adult.
What makes your congregation amazing? Tell us in the comments below!
By Education Fellow Amanda Winer
The title of this post sounds like a Broadway song, doesn’t it?
It actually describes a recent program that we had the pleasure of organizing for two partner congregations in South Texas—Temple Beth El in Brownsville (unaffiliated) and Temple Emanuel in McAllen (Reform).
Second year Education Fellow Erin Kahal and I coordinated our spring visits to Brownsville and McAllen, respectively, and we put together this great Havdalah service on South Padre Island as a joint program for our communities. We thought it would be nice to share some pictures from the event.
Thanks again to everyone who helped make this program possible!
By Education Fellow Elaine Barenblat
I have loved teaching since I was very young, but I did not get my first real experience teaching students with cognitive and physical disabilities until after high school, when I worked as a City Year corp member. From that moment on, there was no looking back. My college education and much of my work experience focused mostly around special education, and I consider it my specialty. So, when I decided to join the ISJL Education Department, I knew I would have fewer opportunities to use my formal training in special education, but I hoped to use my skills to educate other teachers, and to bring an eye for inclusion and modification to my lessons and programs.
My recent trip to Houston’s Beth Yeshurun gave me the chance to use my formal training and to see how special education can work in the world of Jewish supplementary schools. This year, Beth Yeshurun is hosting a group called Kesher, organized and administered by The Jewish Federation of Greater Houston, that offers an inclusive Jewish education environment for students with a variety of special needs. They work with congregational religious schools so that children can learn with other Jewish students and have access to resources like playgrounds, computer labs, community rooms and group study opportunities. Ideally, students enrolled in the Kesher program spend as much time as possible with their same-age peers.
As an Education Fellow, I bring new and innovative programs to communities. Usually, I deliver all-school programs or work with large groups rather than individual classes, so that the lessons reach as many students as possible. My visit to Houston was no exception, and Sheryl Eskowitz, the Education Director at Beth Yeshurun, made a point to invite the Kesher students since she knew my background and passion lies with that demographic. I found my first experience with Jews in the special education field to be thrilling and eye-opening—it became more evident to me how much of a need there was for formal Jewish special education. The population is ready and waiting, now all we need are trained and willing teachers.
Kesher’s inclusion model—now embraced by a large and growing number of public schools—is certainly not a new one, but providing basic and meaningful Jewish education to those with disabilities is still sometimes seen as a radical movement. Very few day schools provide classes or resources for those with developmental differences, and most Sunday schools are not able to provide the resources and teachers needed for a part-time venture into such an involved undertaking. It is refreshing, then, to see a group of children, each of whom exhibits different learning abilities, work together as a Sunday school family for a few hours. While at first glance, we might see students with special needs benefiting most obviously from interactions with their same-age peers, we should remember that the Kesher students are not the only ones having a memorable learning experience.
Thanks again to Sheryl Eskowitz, Beth Yeshurun and the Kesher Sunday School classes for letting me participate in such a great program!