Abstract of I.E. Perlow lecture


WE ALL ARE PEOPLE-WITH-ACCESS-NEEDS

I.E. Perlow
Texas Woman's University, Doctoral CandidateUSA

Having access-needs rightfully is becoming appreciated as the crosscultural,
universal lifelong type of diversity of "doing it differently."
Medical and technological advances as well as civil rights legislation
have been instrumental in increasing class-members’ omnipresence.
Many more children with access-needs have been able to grow up to
be adults with productive social and professional lives. Due to global
aging, climate change and natural disasters, accidents and illness,
and crime, war and terrorism, "special-education-children" no longer
are alone in having recognized access-needs. As a result of the
Afghanistan and Iraq Wars, the United States is welcoming home tens
of thousands of veterans with newly acquired and often multiple
lifelong access issues. Thanks to the Post-9/11 G.I. Bill, effective
2009, U.S. college campuses potentially are welcoming many more
veterans-with-access-needs, joining their civilian counterparts in faceto-
face and virtual classrooms. In recent years, considerable progress
has been made in improving class member inclusion and equity.
Nevertheless, it is suggested that one influential lurking variable of
interest continues to impede such progress: the array of uniformly
disparaging access-need [self]-descriptors which have cemented
literally disabling perceptions into society’s collective consciousness.
Words have consequences. The presenter, a lifelong class member,
proposes a call to action to the diverse communities of fellow people
with access-needs, institutional advocates, and the media to embrace
the power of positive language and to positively reframe and reclaim
the vocabulary of [people with] access issues that reflects and
reaffirms the truth of the universality of having access-needs. Change
the language, change the perception.

Abstract of S.A. Goldman lecture


COMMUNITIES OF CHOICE: HOUSING STRATEGIES AT THE
WEINBERG FOUNDATION

S.A. Goldman
The Harry and Jeanette Weinberg Foundation, USA

The primary goal under Disabilities Funding at the Harry and Jeanette
Weinberg Foundation is to create community housing of choice for
low-income people with Disabilities, people on Supplemental Security
Income (SSI). Choice means choosing one's own type of housing,
where to live, with whom to live, and whether to have roommates who
have or do not have a disability. The Foundation wishes to create new
housing of choice or to fund rental assistance via several strategies:
scattered-site, single-family dwellings (own or lease, own key, own
room, own bathroom, choice of roommate or not); multi-family high
rises, integrating the Israeli "villages," start-up funding such as
security deposits, training programs (tenant councils), employment as
property maintenance staff, retro-fitting and renovation, and dualcontrol
of services brought to the person's home. The Foundation is
looking for innovative practices to move the disabilities field away from
group homes ("hostels" in Israel).The Foundation reviews cost studies
to answer the question "Can it be cheaper or even the same cost for a
person with disabilities to live in his own home rather than living in a
group home with roommates not of one's own choosing?" Examples of
successful communities of choice will be given in the USA and Israel.

Abstract of T. Cohen Anderson lecture


RESOURCE DEVELOPMENT AS A TOOL FOR SOCIAL CHANGE–
SERVICE ACCESSIBILITY IN ACADEMIC LIBRARIES

T. Cohen Anderson, LRoffman
Collage of ManagmentIsrael

Integration in academic institutions is a clear and significant means for
socio-economic mobility and for promoting full and equal participation
in society. The value of academic education as leverage for improving
lives of people with disabilities has similarly been widely recognized.
The social model of disability that has developed in the wake of civil
rights movements shows how disability is caused by the gap between
the characteristics of the individual and the characteristics of his/her
environment. Thus it suggests that the best social response to
disability is to make the environment accessible to more diverse
populations. We will present an examination of a library services
within an academic institution. Libraries are a critical resource to
students, one that includes both physical and human dimensions.
Improving accessibility of academic libraries can be seen as a tool for
social change affecting the social mobility of people with disabilities. In
this context we will demonstrate that service accessibility is an
important leverage for changing the lived realities of people with
disabilities. Changes in service provision depend upon our ability to
promote changes in the attitudes of service providers and to bring the
issue to the public agenda. Our findings indicate a significant lack of
the resources required for academic services to be accessible to
people with disability. Presentation of the findings will be based on the
blockages model, with the two central blockages being the "packaging
blockage" (inaccessible formats) and the "psychological blockage".

Abstract of V. Gross-Tsur lecture


EMOTIONAL DEPRIVATION AND BRAIN DEVELOPMENT

V. Gross-Tsur
Shaare Zedek Medical CenterIsrael

Lecture Topics. Definition and description of brain plasticity. Emotion,
basic emotional components and damage to emotion. Measurement
of emotion. Development of emotion with emphasis on social
attachment and communication. Emotional deprivation. Adopted
children. Traumatized and emotionally deprived children. Trauma
associated with prematurity. Brain plasticity is defined as the ability of
the central nervous system to change as a result of: typical
development, acquisition of new skills in young children and adults,
secondary to damage of the nervous system, sensory deprivation.
Neurological plasticity transpires in two pathways: Experience
Expectant: A brain-based predetermined timetable for development of
sensory, motor and cognitive skills, critical to the mature and efficient
development of brain function. Experience Dependent: The brain
acquires new skills whenever exposed to them, i.e. learning to bike.
The brain changes and develops as a result of this exposure which is
not time dependent and occurs at virtually any age. Complex
emotional processes, objective and subjective, used to evaluate our
environment and control behavior will be discussed as well as
parameters involved in the development of social attachment as per
the “developmental affective neuroscience approach” developed by
Pollack. Emphasis will be placed on components of normal
development, including facial recognition, facial expression, in the
context of emotional deprivation on the developing brain. Treatment
options, particularly supportive ones, designed to enhance the child’s
emotional state will also be discussed.

Abstract of S.Yalon-Chamovitz lecture


EVERYTHING ABOUT US WITH US: APPLICATION OF A
PARTICIPATORY PEDAGOGIC MODEL IN PROFESSIONAL
EDUCATION

S.Yalon-Chamovitz1, Y. Kreim2, C. Gutman3
Ono Academic College, IsraelDisability Activist, IsraelTel Hai College,
Israel

Traditionally, the training of health and welfare professionals is based
on the transfer of theoretical knowledge as well as clinical evidence.
These professions, while professing a shift from the medical to the
social model of disability, still practice according to a medical model,
which functions to strengthen the legitimacy of the professional and
sustain the dependency of their clients. Socio-political models of
disability challenge these traditional perspectives in the caring
professions and their roles in reinforcing the oppression of the lived
experiences of people with disabilities. Adopting the social model of
disability, we present a participatory pedagogic model in which
professionals and service users co-teach academic courses.
Throughout these courses, occupational therapy students and social
work students engage with a co-teacher service user to contest the
traditional methods and deconstruct accepted hierarchies. This
teaching method focuses on the development of a new therapeutic
dialogue within the partnerships created in the classroom, which
enables the students and co-teachers to participate in the challenging
experience of integrating theoretical knowledge with lived knowledge,
thereby contributing to the development of a more inclusive
knowledge base.

Abstract of T. Heiman lecture


BLIND AND VISUALLY IMPAIRED STUDENTS IN HIGHER
EDUCATION: COPING MODES

T. Heiman, D. Olenik-Shemesh, D. Kaspi-Tsahor
The Open University of IsraelIsrael

During 2010, 56 Blind and Visual Impairment (VI) students studied at
The Open University of Israel. Blind and VI students face various
challenges in higher education: They have to adjust to a new
environment, meet academic requirements and build a new social
support system. The current study examined 18 blind and VI students
(9 men and 9 women), aged from 23 to 55 (M=36.22; SD=11.79), with
mean grades of 79.3 (SD=5.98). Students' experiences were
evaluated regarding three topics: Difficulties during academic study,
coping modes, support and accessibility. A special design of 20 openended
questionnaire was prepared based these topics, in addition to
four questionnaires regarding the assistive technology usage,
perceived wellbeing, personal competence, and hope. Results
revealed that students who reported a high personal capability level,
or high level of perceived well-being, also reported a high level of
hope (r = .49, p = .03; r = .61, p = .00; respectively). Most students
reported a high level of positive self-perception in terms of
independence, success, competence and ability to solve problems;
50% of the participants were satisfied with their lives and
achievements, yet, most of them (70%). noted that if they could, they
would have changed aspects of their lives Examining coping modes
and support, revealed that most of them are using various assistive
technologies facilities; get help from friends (61%) or from family
members (77%). The study contributes to our understanding of the
perceptions of students with VI in order to promote their academic
success in higher education.

Abstract of N. Almog lecture


“ON THE BEACH WITH NO POPSICLES”: THE ADJUSTMENT
PROCESS OF UNIVERSITY STUDENTS WITH VISUAL
IMPAIRMENT

N. Almog
Bar Ilan UniversityIsrael

Every year approximately 250 students with visual impairment study at
higher education institutes in Israel. Most of these students face
academic and social difficulties and have to develop their own
methods and skills to adjust to university. Besides the challenges that
every student faces, students with visual impairment have many more,
such as learning orientation in the new place and creating a support
network. The current study examined the ways in which university
students with visual impairment adjust to university academically and
socially. The study explicitly aimed at incorporating students’ voices
and, using in-depth interviews, offers some insight into students’
experiences of the process of adjustment to university. Fifteen
students from three large universities in Israel, all defined as legally
blind, were interviewed. Interview data were analyzed according to
themes. For participants in this study, the experience of attending
university is complex and rich with implications for their lives as
independent adults. This qualitative inquiry revealed a holistic picture
which presents a whole that is different from the sum of its parts.
While attending university, each student went through a repeated
process of sense making while simultaneously negotiating his or her
identity both as a student and as a person with visual impairment.
Students discussed many personal issues, most of them related to
social adjustment, stigmas and the perceptions of them by a sighted
society. Coping strategies in the areas of academic and social
functioning were also a main issue. Results reveal students’
weaknesses versus and strengths in these areas. The study offers
insights which can help professionals and support services intervene
in the process of adjustment to university and help students with visual
impairment graduate successfully.

Abstract of B. Hozmi lecture


QUALITY OF LIFE AND LIFE SATISFACTION OF THE
RESIDENTIAL SETTING AND LEISURE ACTIVITIES OF PEOPLE
WITH INTELLECTUAL DISABILITY - PARTICIPATORY ACTION
EVALUATION APPROACH

B. Hozmi, D. Roth
Beit Issie ShapiroIsrael

Quality of life is a central existential issue in one's life. Assessing
quality of life is a controversial and complex process, especially when
people with ID are the involved. The process of implementing the
value and principals of inclusive evaluations will be presented.
Evaluation of the quality of life of 46 residents with ID was conducted
with regards to their residence and their leisure activity. 11 residents
were the initial focus group, to establish the assessment measure,
based on Schalock's model of Quality of live. This focus group fully
involved in the discussion of the findings. Findings will be presented
with unique insights due to the active participation of the stake-holders
in the evaluation process. The areas which were assessed are:
General satisfaction from life. Ability to be productive. Control and
independence. Social and community belonging. A parallel process
was conducted with staff members who were asked on the way they
perceive QOL generally and the way they associate their clients with
QOL. Significant gaps were revealed in comparing the client's and the
staff's perspectives of QOL. Implementation of the findings will be
presented in terms of intervention and improvement of services. In
additions, actions taken by the organization which requested the
evaluation will be presented.

Abstract of H. Kedem lecture


ACQUIRING KNOWLEDGE AND THE ART OF LIVING

H. Kedem, G. Mondri
Alei SiachIsrael

Alei Siach, an organization that works to advance special-needs
individuals within the religious population, has adapted the study
program of the “Special College” to suit the religious population. A
group of young men study at Bayit V'gan College, and a group of
young women study at the Beth Jacob Teachers’ Institute. Dr.
Benjamin Hozmi, initiator of the program, specified 4 goals for the
program: 1. Providing an opportunity for individuals with borderline
disabilities to study in an academic framework. 2. Imparting secondary
ADL skills and self-esteem. 3. Developing self awareness and self
motivation among “special” students. 4. Integrating “special” students
among the other students. In summary, goals 1 and 4 were realized
less in our population for various reasons, including: 1. The level of
the students that formed our group was lower than the original level
that Dr. Hozmi was aiming at. 2. True and deep change in the attitude
of the regular population takes time. On the other hand, goals 2 and 3
yielded good results and were internalized and implemented by our
students. (Personal testimonies will be shown on video.) We did see
differences in actual implementation of studies between the
rehabilitative and Aspergers populations. The professional staff
noticed that among those with Aspergers, there was a large gap
between classroom ability and comprehension and actual
implementation in daily life. Recommendations for better results: more
cooperation between all staff members and development of individual
coaching plans.

Abstract of W.C. Daroff lecture


EXERTING INFLUENCE ON DISABILITY LEGISLATION: A
STRATEGIC APPROACH AND CASE STUDY OF THE
AMERICANS WITH DISABILITIES AMENDMENTS ACT

W.C. Daroff, D.E. Feinman, B.J. Bedney
The Jewish Federations of North America, USA

In the United States, individuals with disabilities are protected by the
Americans with Disabilities Act (ADA), which prohibits discrimination
based on disability. Enacted in 1990, the legislation was amended in
2008 to include a broader definition of impairments that “substantially
limit a major life activity.” The Jewish Federations of North America
(JFNA), the umbrella organization of the Jewish Federation
movement, was a leading advocate for the passage of the ADA
Amendments Act. Disabilities are a growing concern for federations,
and the desire to ensure that individuals with disabilities have access
to all aspects of community life is a priority throughout the federation
movement. The JFNA Washington Office, the public policy arm of
JFNA, spearheaded JFNA’s efforts on behalf of the ADA Amendments
Act. Our efforts followed the strategic approach we have developed
that involves: a) the analysis of contextual factors influencing the
public policy environment (e.g., the history of disability-related
legislation); b) the specification of activities to be implemented to
achieve desired goals (e.g., relationship-building); c) the specification
of the ‘sphere of influence’ to be targeted (e.g., Congress); and d) the
articulation of the impact we hope to achieve (e.g., public policies that
promote inclusion for individuals with disabilities). In this session, we
will review this approach using the ADA Amendments Act as an
example, and discuss how lessons learned using this approach can
help global disability advocates and other stakeholders ‘shape the
future’ not just for individuals affected by disabilities, but for the
neighborhoods and communities they call home.

Abstract of C.K. Feldman lecture


INTERNATIONAL COOPERATION TO ENABLE INTEGRATION OF
CHILDREN WITH DISABILITIES IN KINDERGARTENS – JOINT
PROGRAM, UNDER THE AUSPICES OF THE MUNICIPALITY OF
MOSCOW; MASHAV; THE SHEKEL ASSOCIATION, ISRAEL

C.K. Feldman
Shekel Community Services for People with Disabilities, Israel

Individual and societal differences which in the past have led to
barriers being erected particularly between nations, have, in many
situations in the recent period, been removed or minimized. One area
in which international cooperation is both desirable and possible is the
area of services for children with disabilities. The presentation will
describe an ongoing project and will define elements which have
enabled its promotion and extension. Under the auspices of MASHAV,
Israel's Agency for International Development Cooperation of Israel's
Ministry of Foreign Affairs, the Shekel Association in Jerusalem and
Moscow's Ministry of Education have developed a cooperative
program. The goal is to promote and strengthen the integration of
children with disabilities in kindergartens in Moscow and is
implemented in Israel and in Moscow. The Israeli component involves
a visit to Israel of groups of Russian kindergarten staff (both
management and direct care) for an intense educational experience.
The experience involves both academic presentations and "hands-on"
elements in visiting selected kindergartens. The component in Russia
involves the visit of Israeli experts to Moscow for two week periods
where the theories of integration are defined and discussed.
Cooperative activities (including film presentations), encourage and
support local efforts at integration and also review and assess
difficulties and problems encountered. The proposed presentation will
highlight the topics presented above and the issues identified in the
seminars which have enabled the positive accomplishments during
the Project and outline ideas and plans for the future.