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Special Education Instruction in the Jewish Ultra Orthodox and Hassidic Communities in Toronto

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Special Education Instruction in the Jewish Ultra Orthodox and Hassidic Communities in Toronto SPECIAL EDUCATION INSTRUCTION IN THE JEWISH ULTRA ORTHODOX AND HASSIDIC COMMUNITIES IN TORONTO by Marcus Benayon A thesis submitted in conformity with the requirements For the degree of Doctor of Philosophy Department of Applied Psychology and Human Development Ontario Institute for Studies in Education University of Toronto © Copyright by Marcus Benayon, 2012 SPECIAL EDUCATION INSTRUCTION IN THE JEWISH ULTRA ORTHODOX AND HASSIDIC COMMUNITIES IN TORONTO Doctor of Philosophy, 2012 Marcus Benayon Department of Human Development and Applied Psychology University of Toronto Abstract The purpose of the present study was to examine the state of special education programs in selected Jewish Ultra Orthodox (Haredi) community schools in the Greater Toronto Area (GTA), and the attitudes and perceptions about special education of the Melamdim (rabbis/teachers) teaching in those schools. A Special Education course, modeled on OISE’s additional qualification program available to in-service teachers in the public sector, was administrated to 28 Melamdim. Throughout the 12 weeks, course data was collected through observations and dialogues with course participants. The impact of the special education course on classroom practices by those who engaged in the course was also assessed. In addition, a collection of pre-course and post-course data from participants (Melamdim) on attitudes and perceptions in regards to special education through a self-administrated questionnaire, took place. Four additional questionnaires were administered, examining demographic characteristics, general attitudes and behaviors, and well-being. Finally, a pre-selected group of 8 Melalmdim was interviewed as representatives of their home school and the denomination of Judaism they belong to. The results showed significant changes in attitudes of Melamdim toward the inclusion of students with Learning Disabilities (LD in regular classrooms. In addition, the positive change in attitudes could be attributed to the special education course in which participants engaged. During in-class observations changes to the Melamdim’s own practice was recorded. ii ACKNOWLEGMENTS This dissertation was made possible, thanks to many people who gave their time, advice and many words of encouragement. I would first like to thank my family Tami, Jason and our boys, Dylan, Liam and Jared for the endless love and support. I thank Dr. Michel Ferrari, my academic supervisor and mentor for the last five years. Dr. Ferrari’s wisdom and care for his students made this process of writing enlightening and rewarding. I thank Dr. Esther Geva, Chair of HDAP, who made this project possible and for always believing in my abilities! Finally I would like to thank Dr. Julia O’Sullivan, Dean of OISE, for all the encouragement and support for the study. iii TABLE OF CONTENTS Special Education Instruction in the Jewish Ultra Orthodox and Hassidic Communities in Toronto Ø Chapter I: Introduction and Review of Literature • Preamble and Introduction 1 • Statement of the Problem 3 • Background and Need for the Study 5 • Review of Related Literature 6 o Narrative, Culture and Identity Development 8 o Jewish Orthodox Religious Identity 10 o Yiddish and Jewish Identity 12 o Jewish Day Schools in Ontario 16 o The Ultra Orthodox Cheder and Yeshiva System in Toronto 18 o Jewish Ultra Orthodox Interpretation of Halacha 21 (Jewish Law) in Regards to Individuals with Severe Learning Disabilities o Inclusive Education 30 o Teachers Attitudes Toward 34 Learning and Behavioral disorders and Inclusion o Technology and Ultra Orthodoxy 39 Ø Chapter II: Methodology o Introduction 46 o Research Participants 47 o Data Collection Procedures 48 o Questionnaires 49 o Observation during class instruction 50 o One-on-one semi structured Interviews 51 o Data Analysis Procedures 52 o Protection of Human Subjects 53 o Research Setting 54 o The Course: Introduction to Special Education 55 § Week 1: Introduction 56 § Week 2: Understanding Behavior in Children and Youth 57 § Week 3: Attention deficit hyperactivity disorder (ADHD/ADD) 60 § Week 4: Understanding Learning Disabilities 61 iv § Week 5: Fundamentals of Classroom Management 63 § Week 6: Using Reinforcement to Increase 65 Appropriate Behavior § Week 7: Teaching Positive Replacement Behaviors 69 § Week 8: Reducing Challenging Behavior 71 § Week 9: Differentiated Instruction – Theory and Practice 74 § Week 10: Reading, Writing and Thinking about 77 Disability Issues § Week 11: The Individual Education Plan 79 § Week 12: Working with Parents/ Guardians 80 of Children with LD o Concluding Remarks 82 Ø Chapter III: Findings and Interpretation o Introduction 86 o Overall Sample 86 o Selected Rabbi’s Profiles 92 o Rabbi Abraham 98 § Background, including attitudes towards self as Jewish educator 98 § Attitudes towards Inclusive education, pre/post completion of 104 Special Education course § Attitudes towards Strategies needed to take to accomplished 106 Inclusion of Special needs students in mainstream classrooms, Pre/post completion of Special Education course § Attitudes towards the need to collaborate with Special education 107 Teachers within mainstream classrooms, pre/post completion of Special Education course o Rabbi Benjamin 110 § Background, including attitudes towards self as Jewish educator 110 § Attitudes towards Inclusive education, pre/post completion of 112 Special Education course § Attitudes towards Strategies needed to take to accomplished 113 Inclusion of Special needs students in mainstream classrooms, Pre/post completion of Special Education course § Attitudes towards the need to collaborate with Special education 115 Teachers within mainstream classrooms, pre/post completion of Special Education course o Rabbi Chaim 116 § Background, including attitudes towards self as Jewish educator 116 § Attitudes towards Inclusive education, pre/post completion of 119 Special Education course § Attitudes towards Strategies needed to take to accomplished 120 Inclusion of Special needs students in mainstream classrooms, Pre/post completion of Special Education course § Attitudes towards the need to collaborate with Special education 121 Teachers within mainstream classrooms, pre/post completion of Special Education course o Rabbi David 125 v § Background, including attitudes towards self as Jewish educator 125 § Attitudes towards Inclusive education, pre/post completion of 127 Special Education course § Attitudes towards Strategies needed to take to accomplished 129 Inclusion of Special needs students in mainstream classrooms, Pre/post completion of Special Education course § Attitudes towards the need to collaborate with Special education 130 Teachers within mainstream classrooms, pre/post completion of Special Education course o Rabbi Ephraim 132 § Background, including attitudes towards self as Jewish educator 132 § Attitudes towards Inclusive education, pre/post completion of 135 Special Education course § Attitudes towards Strategies needed to take to accomplished 136 Inclusion of Special needs students in mainstream classrooms, Pre/post completion of Special Education course § Attitudes towards the need to collaborate with Special education 137 Teachers within mainstream classrooms, pre/post completion of Special Education course o Rabbi Freylech 138 § Background, including attitudes towards self as Jewish educator 138 § Attitudes towards Inclusive education, pre/post completion of 141 Special Education course § Attitudes towards Strategies needed to take to accomplished 142 Inclusion of Special needs students in mainstream classrooms, Pre/post completion of Special Education course § Attitudes towards the need to collaborate with Special education 142 Teachers within mainstream classrooms, pre/post completion of Special Education course o Rabbi Gabriel 144 § Background, including attitudes towards self as Jewish educator 144 § Attitudes towards Inclusive education, pre/post completion of 146 Special Education course § Attitudes towards Strategies needed to take to accomplished 147 Inclusion of Special needs students in mainstream classrooms, Pre/post completion of Special Education course § Attitudes towards the need to collaborate with Special education 148 Teachers within mainstream classrooms, pre/post completion of Special Education course o Rabbi Halevi 149 § Background, including attitudes toward self as Jewish educator 149 § Attitudes toward Inclusive education, pre/post completion of 152 Special Education course § Attitudes toward Strategies needed to take to accomplished 153 Inclusion of Special needs students in mainstream classrooms, Pre/post completion of Special Education course § Attitudes toward the need to collaborate with Special education 154 Teachers within mainstream classrooms, pre/post completion of Special Education course o Reflection on Interviews 155 o Scope of Limitations 157 vi Ø Chapter IV: Summary, Conclusions, and Recommendations o Summary and Discussion of Findings 159 o Awareness and knowledge of evidence-based 162 Special education Recommendations for Future Research o Change in Attitudes from pre-to-post test survey 168 o Self as a Jewish Educator 171 o Implications of findings 175 o Future Direction 176 o Limitations and Recommendations for Future Research 179 o Concluding remarks 180 Ø Tables o Table 1: Qualitative Frequency Statistics for Participants 187 o Table 2: Quantitative Descriptive Statistics for Participants 188 o Table 3: Questionnaire: Attitudes and Behaviors (Part I) 189 o Table 4: Questionnaire: Attitudes and Behaviors
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