A PHP Error was encountered

Severity: Notice

Message: Undefined variable: top_slider_image_num

Filename: views/top_slider_view.php

Line Number: 4

A PHP Error was encountered

Severity: Notice

Message: Undefined variable: top_slider_image_num

Filename: views/top_slider_view.php

Line Number: 4

A PHP Error was encountered

Severity: Notice

Message: Undefined variable: top_slider_image_num

Filename: views/top_slider_view.php

Line Number: 4

A PHP Error was encountered

Severity: Notice

Message: Undefined variable: top_slider_image_num

Filename: views/top_slider_view.php

Line Number: 4

A PHP Error was encountered

Severity: Notice

Message: Undefined variable: top_slider_image_num

Filename: views/top_slider_view.php

Line Number: 4

A PHP Error was encountered

Severity: Notice

Message: Undefined variable: top_slider_image_num

Filename: views/top_slider_view.php

Line Number: 4

A PHP Error was encountered

Severity: Notice

Message: Undefined variable: top_slider_image_num

Filename: views/top_slider_view.php

Line Number: 4

A PHP Error was encountered

Severity: Notice

Message: Undefined variable: top_slider_image_num

Filename: views/top_slider_view.php

Line Number: 4

A PHP Error was encountered

Severity: Notice

Message: Undefined variable: top_slider_image_num

Filename: views/top_slider_view.php

Line Number: 4

A PHP Error was encountered

Severity: Notice

Message: Undefined variable: top_slider_image_num

Filename: views/top_slider_view.php

Line Number: 4

A Guide to Planning and Founding Rehabilitation Daycare Centers    

 As of 2017, approximately 2,800 babies and toddlers with special needs, ranging in age from six months to three years, receive rehabilitative care and enhancement in approximately 125 rehabilitation daycare center facilities throughout the country. Facilities are supervised by the Rehabilitation Department, Community Care Services, the Disabilities Administration, and are operated as franchisees chartered by the Ministry of Labor, Social Affairs and Social Services- municipalities, NPOs, private organizations

 
Receiving the best possible care during early childhood is the base for the child’s development and advancement throughout life. Centers located throughout the country work daily, under the supervision of the Ministry of Social Affairs and Social Services, to provide the best possible professional solutions to youngsters with delayed development and their families at the earliest possible stages of their lives. This stage is extremely significant and has the utmost effect on the child’s progress and the strengthening of the family unit in the future. As a supplement to individual, professional treatment, there is a need for an appropriate, professional and respectable physical infrastructure providing solutions to all parties involved in this field
 
The Guide to Planning and Founding Rehabilitation Daycare Centers is the joint initiative of the Ministry of Labor, Social Affairs and Social Services, National Insurance Institute (Bituah Leumi) Foundations – The Foundation for the Development of Services to the Disabled, and the Shalem Foundation – the three strategic partners in development of this service, who promote dozens of construction and/or renovation projects throughout the country
The Guide is an equal opportunity manual, explaining how to get quality service anywhere in the country, and sets forth a uniform set of standards for establishing such facilities. A wide range of partners from various areas of expertise joined together to produce this guide, with the aim of helping to understand the criteria for foundation assistance, the demands and the physical needs necessary to establish suitable services
 
The Guide outlines the connection between policy and procedure of various organizations – TheMinistry of Labor, Social Affairs and Social Services, the National Insurance Institute – The Foundation for the Development of Services to the Disabled, the Shalem Foundation, municipal policy makers, operators/franchisees and architects – and the daily needs of the youngsters, their families, and the staff whose job it will be to provide the best  and most professional services
 

The Guide was developed by the Ministry Social Affairs and Social Services in conjunction with and funded by the National Insurance Institute Foundations – The Foundation for the Development of Services to the Disabled and the Shalem Foundation

 

Professional assistance and development
Fanny Goldshmit – architect
Dina Ben Lavy, Social Worker – National Supervisor Rehabilitation Daycare Centers
Tami Ayalon, Social Worker – Senior Coordinator, The Foundation for Development of Services to the Disabled, Foundation Division, National Insurance Institute
Micky Cohen, Social Worker – Vice Chairman, The Shalem Foundation
Text and editing: Sarah Karniel
Design and Printing: Chen Design
 



Professor Nitza Davidovitch of Ariel University in the Shomron was appointed as the new Chair of The Shalem Foundation’s Research Committee    

Excerpt from the interview upon accepting the new appointment
 
You spent many years in the field of academia and filled many positions. What is your new position
I have been involved in academics for over 30 years. In my present position head the Academic Quality Assessment and Advancement section, am head of the Teacher Training Program in the Shomron’s Ariel University, and head the Forum for the Advancement of Education in Israel
 
What is your life’s motto, and your motto concerning academia?
Human touch is the determining factor. The ability to move people and ideas forward is a right as well as a duty
 
What challenges do you anticipate in your new job as Chair of the Shalem Foundation Research Committee
To establish a connection between academia and “the real world;” to establish a connection between the language of academics and the language of activity
 
Fields of research and academic publications
Higher education, advancement of academic teaching, advancing awareness of the Holocaust, and Jewish identity
 
5 facts you didn’t know about Professor Davidovitch
I grew up with 5 sisters
I am a mother to 4 sons
I have 30 years active experience in various senior positions in the Shomron’s Ariel University
I have an honorary doctorate from the Pedagogic University in Odessa (a 200-year-old institution)
I work for the advancement of various international initiatives
 
 



Mothers and Grandmothers in Families of Children with an Intellectual and Developmental Disability in the Arab Society   Prof Liora Findler, Sundus Fatma Zbedat, MSW Natali Racabi, BSW Vera Skvirski, MSW, The Bar-ilan University, 2017  

 The current study aims to examine the contribution of personal resources such as selfesteem, and interpersonal resources such as emotional and instrumental support, perception of the grandparenting role, and the emotions shame and guilt, to stress and well-being among mothers, and well-being and personal growth among grandmothers. As these are subjective variables, and as mothers and grandmothers are likely to have different perspectives on these issues while reciprocally affecting one another, we examined differences between mothers and grandmothers. Additionally, the reciprocal contribution of mother and grandmother variables on mental health was examined, as were the contribution of the grandmother’s variables on maternal mental health and vice versa. To identify the unique characteristics of mothers and grandmothers of children with intellectual disabilities, these groups were compared with mothers and grandmothers of typically developed children. The study sample was composed of 100 Arab mothers of children with disabilities (aged 3-14), 96 Arab mothers of typically developed children, 101 Arab grandmothers of children with disabilities, and 100 Arab grandmothers of typically developed children. Mothers and grandmothers of children with disabilities were identified through local social v services and Akim frameworks, while the comparison group participants were identified as residing in the same areas as mothers and grandmothers from the research group

 
Nine research instruments were used in this study: 1. Stress Related Growth Inventory (Tedeschi & Calhoun, 1996) - grandmothers only; 2. Mental Health Inventory (Veit & Ware, 1983); 3. Multidimensional Experience of Grandparenthood Set of Inventories - MEG (Findler, Taubman-Ben-Ari, Nuttman-Shwartz & Lazar, 2013); 4. Self Esteem - RSE (Rosenberg, 1965); 5. Support Functions Scale (Dunst, Trivette and Deal, 1988); 6. Perceived Stress Scale - PSS (Cohen, Kamarck & Mermelsteim, 1983); 7. State Shame and Guilt Scale (Tangney and Dearing Tangney & Dearing, 2002); 8. A demographic questionnaire that was composed for purposes of this study; 9. Semi-structured in depth interviews.
 
Following the completion of initial questionnaires, six mothers and seven grandmothers continued to describe their personal experiences as mothers / grandmothers of children with disabilities in semi-structured interviews. These interviews were recorded and transcribed, and quotes obtained during these interviews are presented in the discussion to illustrate and highlight some of the issues that were raised in the quantitative part of the study
 
The findings of the current study suggest that there are more similarities than differences between mothers and grandmothers of children with disabilities and those of typically developed children. The findings regarding the mothers indicate that there are no differences in the study variables between mothers of children with and without disabilities, with the exception of self-esteem and guilt. Both self-esteem and guilt were higher among mothers of children vi with disabilities than among mothers of typically developed children. It is possible that the reality of raising a child with a disability has exposed the internal strengths of these mothers, and has forced them to utilize all available internal and external resources and, in fact, re-shape themselves. It is also possible that the fact that these mothers have managed to cope with stigma and social and familial difficulties, and succeed in their roles and their loyalty to their children, has enabled them to realize their strengths and has reinforced their self-esteem. As for the differences in levels of guilt, this too may be related to the characteristics of the Arab society whereby the family reputation is very valuable and the mother faces high expectations. The birth of a child with a disability may cast a shade over the perception of the maternal role and lead to high levels of guilt when the messages received from the surroundings imply that the mother is not coping successfully with the demands of her role. Similar to mothers, the self-esteem of grandmothers of children with intellectual disabilities is higher than that of grandmothers of typically developed children. It is possible that the special role these grandmothers have in their children’s families, and the accompanying feelings of vitality and capability, alongside the appreciation and gratitude from their families, contribute to their higher self-esteem. Regarding perception of the grandparenting role, the findings suggest that there are differences between mothers in the behavioral (instrumental and emotional support) and affective (positive and negative emotions) dimensions. Mothers of children with disabilities felt that they received less support from the grandmothers than mothers of typically developed children did. Mothers of children with disabilities also reported lower levels of positive emotions and higher negative emotions from the grandmothers as compared vii with mothers of typically developed children. The affective dimension as reported by mothers are not consistent with those reported by grandmothers, where no differences were observed between groups. It appears that in families of children with disabilities, grandmothers perceive their emotions more positively than do their daughters or daughtersin-law. The findings among grandmothers suggest that both the research and comparison groups expressed similarly high positive emotions and low negative emotions. The findings among grandmothers also suggest that grandmothers of children with intellectual disabilities invest more in their role as grandparents than grandmothers of typically developed children. Naturally, the demands that are involved in raising children with disabilities require that grandmothers be more active and perform more tasks within the family
 
The hierarchical regression models examining the contribution of the study variables to stress and mental health among mothers suggest that self-esteem is positively associated with well-being and negatively associated with stress. It appears that despite the demanding circumstances, mothers who appreciate their abilities and are aware of their strengths, feel capable of managing their lives properly and are confident that they will be able to cope with and overcome crises and difficulties in the future. Guilt was found to be positively associated with stress and negatively associated with well- being. It is possible that given the unique circumstances, when mothers feel unable to provide their children with what they need, or when they harbor harsh emotions towards their children or sense hostility from the surroundings, they live with a shadow of guilt. Such ambivalence can cause stress and lower emotional well-being. Mothers may feel viii unable to cope with the great challenges that are part of raising children with disabilities and their siblings
 
Social support contributed to the well-being of mothers but not to their levels of stress. These mothers often face great stress and it is plausible that support and help from grandmothers may not alleviate such stress. Yet the feeling that you have someone in your corner, the care and devotion of mothers and mothers-in-law, contributes to a good feeling which in turn leads to well-being. Finally, the significant interaction indicated that among daughters, the higher they perceived their mothers as motivated in their role as grandmothers, the higher their well-being was Stress, self-esteem and guilt contributed to the well-being of all grandmothers. Lower levels of stress and guilt and higher self-esteem contributed to higher levels of well-being. As is likely to happen, especially with older women, stress that caused a sense of lack of control, sadness, irritation and frustration from the mounting problems upset the grandmothers, increased their distress and made it harder for them to experience wellbeing. Guilt is naturally accompanied by an intrapersonal conflict between internal commands and behavior (O'Brien et al., 2007) and thus may be detrimental to one’s adaptation processes. Additionally, higher self-esteem among grandmothers was associated with higher well-being, as recognition of the fact that they are valued and needed, contributed to their well-being. Finally, the interaction between stress and meaning of grandparenthood also contributed to well-being. Among grandmothers with low levels of meaning in grandparenthood, lower stress levels were associated with higher emotional well-being. ix Stress, self-esteem, a non-linear level of guilt, support, burden and positive emotions all contributed to personal growth among grandmothers. Lower levels of stress were associated with greater personal growth. Stress that was described by the grandmothers as accumulating difficulties, a sense of inefficiency, distress and irritability contributed to lower levels of meaningful activity, desire for change and for the development of new opportunities - all expressions of personal growth. As for self-esteem, the findings suggest that higher self-esteem is associated with greater growth. It is possible that with the passing of the years, and after providing their children and grandchildren with continued support, grandmothers require internal strength and resources that will enable them to move forward and continue developing a sense of personal growth. The non-linear association between guilt and growth suggests that this association is only evident when there are high levels of guilt, which probably motivate the grandmothers to re-examine and change things, eventually leading to personal growth
 
Additionally, low burden and positive emotions contributed to personal growth. It is plausible that when grandparenthood is perceived as less difficult and burdensome, and as a more positive experience, this role fills the grandmothers with a sense of vitality and a feeling that they are contributing to the family, which in turn contributes to personal growth. Two interactions contributed to personal growth: Concession and stress; cost and self-esteem. It appears that among grandmothers who feel they pay a higher price, lower levels of stress are associated with greater personal growth. Similarly, among grandmothers with low self-esteem, lower levels of stress are associated with greater personal growth. The dyadic analysis indicated that when mothers rated the symbolic dimension of grandparenthood as higher among their mothers or mothers-in-law, the mental health of x the grandmothers was lower; and when they rated the behavioral dimension higher, the mental health of grandmothers was higher. It is possible that the symbolic dimension - reflecting the sense of family continuity, seeing the children as representing the future - may be a cause of tension and frustration for the grandmothers. Moreover, thoughts of the family’s future are often accompanied by thoughts about old age and dying, and thus greater focus on this dimension may be detrimental to the well-being among grandmothers. The behavioral dimension represents the mothers’ perceptions of the assistance provided by their mothers and mothers-in-law in raising the child, including enrichment activities of joint learning and playing or providing warmth and love. When the mothers have a positive perception of the grandmothers’ activities this contributes to a good feeling which leads to well-being among grandmothers
 
Higher self-esteem among mothers and higher ratings of the affective dimension of grandparenthood contributed to personal growth among grandmothers. The symbolic dimension of grandparenthood, as rated by the mothers, was negatively associated with personal growth among grandmothers. The literature often mentions an association between high self-esteem among mothers and the ability to utilize and benefit from social support (Florian & Findler, 2001). Naturally, this ability also affects grandmothers; mothers are confident in their abilities and do not feel threatened, and hence can express gratitude to the grandmothers which in turn leads to personal growth among the grandmothers. The symbolic dimension of grandparenthood which attributes positive emotions to the way the grandmother feels when fulfilling her role also contributes to a good feeling of recognition and, hence, to a sense of vitality and personal growth. On the other hand, in line with the findings regarding well-being among grandmothers, the xi symbolic dimension of grandparenthood was negatively associated with personal growth. Personal growth, which represents the horizon, a sense of satisfaction and vitality, is at times opposed to thoughts about old age and the accompanying losses. The symbolic dimension carries reminders of this and thus may create tension and impede personal growth among grandmothers
 
The current findings suggests that there is a strong affinity between generations, and that mothers and grandmothers in the Arab society attribute great importance to the role of grandmothers and regard them as a unique potential resource in the family. Their experience, free time and motivation to provide emotional and instrumental support, alongside their sense of commitment to their family, position them at the head of their children’s support system. Despite their active role and contributions, little attention has been given by professionals to their experiences and needs, and to the way in which they are perceived by their daughters and daughters-in-law. In order to benefit from the potential of their support, it is necessary to develop intergenerational interventions that are culturally sensitive and relate to the unique characteristics of the Arab family. Such programs should include the provision of knowledge and information on disabilities, develop communication skills and channels within the family, develop skills that are relevant to children with disabilities, and provide emotional support for mothers and grandmothers
 

 

This work was supported by a grant from Shalem Fund for Development of Services for People with Intellectual Disabilities in the Local Councils in Israel
 

 

To the full text research



The journey to Poland of people with Intellectual Disability Disorder- "Hashahar" delegation   Sarit Tilovich Levi, Supervision by: Prof Zehavit Gross, Bar Ilan University, 2017  

 This study explores the traditional Israeli journey to Poland as experienced by adults with intellectual disability disorders. The purpose of the present study is to analyze and examine the journey to Poland taken by intellectually disabled individuals. The following research questions were considered
1.       In what manner do adults with from intellectual disability disorders experience and interpret the journey to the concentration and death camps, from their own perspectives as well as that of the researcher who had accompanied the journey as an observer
2.       In what manner, if any, did adults with from intellectual disability disorders travelling to Poland realize the educational goals determined by the Ministry of Education and Ministry of Social Affairs
Over the past several decades, Holocaust studies have become an integral part of the educational curriculum in several countries worldwide (Bastel, Matzka & Miklas, 2010; Gundare & Batelaan, 2003; Mailes & Cowan, 2012; Spalding, Savage & Garcia, 2007; Utgaard, 2003). In Israel, Youth journeys to Poland are a common and well-known phenomenon, considered one of the key events of the Israeli education system (Podoshen, Hunt & Andrzejewski, 2015), evoking a discourse of supporters and opponents alike. Per Gross, the Holocaust is a primary factor in the Jewish identity of youths in Israel (Gross, 2010a). To that end, the journey to Poland is still a relatively new and unfamiliar phenomenon among persons with from intellectual disability disorders. Persons with from IDD have long been absent from national-social Holocaust discourse. The phenomenon of conducting such journeys for the IDD population has developed on fertile soil of change in perceptions and stances toward IDD individuals in Israel and worldwide, including change in treatment policies (Salvador-Carulla & Bertelli, 2008; Schalock, Luckasson & Shogren, 2007). In 2012, Israel adopted the UN Convention on the Rights of Persons with Disabilities, promoting equal opportunity rights and actively working to make all areas of life more accessible. These include, among others, accessibility to museums, memorial sites and other sites of national-cultural significance
While journeys to Poland have been researched in regards to typically developed individuals (Lev, 1998, 2007; Davidovich & Suan, 2011), they have not been explored in regards to the IDD population. This study aims to shed light on the phenomenon and examine the manner in which IDD individuals experience the journey to Poland
Research Method
The research method chosen for this study is the qualitative paradigm, following a strategy of multiple case studies (Stake, 1995). This approach allows for a complex, holistic examination and findings analysis, achieving a detailed, in-depth and all-inclusive depiction of processes and subjective interpretations given by the sampled individuals. The chosen case study is the August 2015 "Hashachar 6" delegation to Poland. The sampled cases are comprised of 21 participants – adults with from IDD (mild impairment). The researcher acted as observer throughout the entire process, from group building and journey preparation, to the journey itself. The researcher held the role of delegation leader, performed observations, journaled the journey, documented evening group discussions at each stage of the journey, and interviewed the participants upon their return to Israel. Analysis of the material collected in the current study follows Gross (1995). Phrases were used as analysis units, and repeating themes and patterns were searched for in an attempt to recognize categories and inter-category relationships (Gross, 1995, 2002). Several procedures were performed during the data analysis phase (journal, evening talk documentation, interviews). First, primary categories were identified (ETIC) based on prior theories; data were openly sorted and analyzed accordingly (Tzabar Ben-Yehoshua, 1997). At the second stage, an inductive process of new category identification was performed (EMIC). Sources were read several times over, for an in-depth understanding and primary analysis following open-coding approach. First, we identified words and meanings in the phrases, and then examined the interactions of their meanings within the text, in order to created temporary initial categories (Kassan & Krumer-Nevo, 2010). Next, we performed a mapped analysis, examining the relations within the categories and between categories and subcategories, identifying and binding relationships in order to create hierarchy between categories (Glaser & Strauss, 1967; Denzin & Lincoln, 2011). Finally, we identified a super-category, which influenced and fed the other categories. It is presented in the theoretical model, which binds the professional literature and well-known, relevant theories pertaining to the current study.
Following the analysis, eight categories were defined. Of these, one was chosen as the main category, defined as "authentic, empowering, unmediated and multi-sensory learning". We found relationships leading to the rest of the categories: "sensations and feelings", "knowledge acquisition", "personal strengths and various difficulties", "use of defense mechanisms and need for assistance and support", "relationships and belonging", "the journey as a formative experience" and "personal change"
Main Findings and Discussion
The findings correspond with those of other studies performed on a normative student population, which point to a significance of the journeys to Poland for the non-disabled population (Davidovich & Kendell, 2006; Davidovich & Suan, 2011; Yaakobi & Zilberberg, 2008; Lev, 2007; Bacon & Kimball, 1989;; Berman & Davis-Berman, 1995 Chan,2012 Cross, 2002 Ewert, 1989 ; ;Cowan & Maitles, 2007 Gross, 2010a; Jacobs, 2014; Pfeiffer & Jones, 1983; Reid, 2002; Romi & Lev, 2007)
a.       Regarding the question of the manner in which participants experience and interpret the journey to the concentration and death camps, from their own perspective as well as that of the researcher acting as "participating observer" – it was found that IDD individuals experience the journey to Poland as a significant learning experience, as presented both cognitively and emotionally. The interactive group journey in which they participated has promoted their learning of the Holocaust and became a means for reassuring their identity and sense of belonging.
It was found that persons of IDD who had taken this journey were able to identify with the Jewish people and forge a sense a belonging to the land of Israel, the State of Israel, and their ancestry. In this regard, they are no different than normative adolescents. As Davidovich and Suan (2011) point out, the vast majority of studies concerning stance and identity following the journey reveal that the experience acts as a device for validation and reaffirmation of the Jewish-Israeli identity, of Zionist and national values, and of Jewish belonging (Gross, 2000; Romi & Lev, 2003; Davidovich & Kendell, 2006; Davidovich & Suan, 2011; Podoshen, Hunt & Andrzejewski, 2015)
b.      Regarding the question of whether and how persons of IDD who had ventured on the journey to Poland realize the educational goals determined by the Ministry of Education and Ministry of Social Affairs, it was found that they were indeed able to do so, in the following manner
1.       Sampled participants had acquired knowledge, expressed interest and identified with Jewish life in Europe before and during the Holocaust. These manifested, among others, in question asking, comments throughout the journey, and in the interviews conducted shortly after their return to Israel
2.       It was found that knowledge acquisition and the emotional experience had come together, enabling participants to identify with the Jewish people and values. This manifested in talk of belonging to the Jewish people and a bond to Jewish symbols.
3.       Participants were exposed to contents of Zionist education, humanity and human rights, expressed via active participation in ceremonies and attachment to national symbols such as flag waving and singing of the Tikva, the national anthem
Hands-on, multi-sensory learning was expressed via visual,audiological, kinesthetic and olfactory means
Visual – learning through observation seems to have been highly significant and stimulated participants' imagination. It produced responses of new insights and internalization of their knowledge of the Holocaust
Auditory – it was found that listening and attentiveness were associated with the visual channel and helped the participants learn, comprehend, and internalize their experience, reinforcing their knowledge of the Holocaust
Kinesthetic – It was found that through physical and unmediated touch, participants experienced sensations of shock, which they had expressed emotionally, verbally, throughout the journey and in their post-journey reports
Olfactory – the unique smells of the camps had formed associations in the minds of the participants—death, gas and smoke—thereby enabling them to emotionally connect with the difficult experience
These findings fit the argument presented by Maitles (2011), that a visit to the camps can provide visitors with a greater understanding of the magnitude of the tragedy and cruelty that happened there, and aids the learning and understanding process
These findings correspond with studies claiming that attending the actual place where the events occurred, detachment from daily life and a focus on a solitary topic, pushing all other matters aside, as well as an incorporation of the emotional aspect, allow for maximal learning conditions (Lev, 2010). It is an authentic experience that enables multisensory learning, corresponding with the entire being of the student. Many researchers report this form of learning to be helpful in knowledge provision, via an emotional experience, and may also lead behavioral and social change. Furthermore, the personal experience forms a foundation for learning among normative populations, and even more so among the special needs community (Bacon & Kimball, 1989; Berman & Davis-Berman, 1995;Chan,2012; Cross, 2002 Ewert, 1989; Reid, 2002; Yaakobi & Zilberberg, 2008)
To conclude, it appears that the participants in the current study, IDD individuals of mild impairment, were found fit to participate in the journeys to the concentration camps in Poland, revealed to be a significant learning experience for them as much as it is for the general population. Nevertheless, and despite high correlation between prior studies of unimpaired populations and the population of the current study, we had found several unique characteristics exhibited by IDD individuals under the circumstances of the journey. These include high levels of fear, intensity of hoesickness, and an increased need for external support; all of these will be elaborated upon later. Several parameters should therefore be taken into account for specific future reference regarding delegations to Poland of persons with IDD, as detailed in the recommendations below
 
Conclusions
The primary conclusion arising from this study is that, given the role of the Holocaust in the Israeli national consensus, and given that persons of IDD have the right to equal opportunities in all area of life, a journey to Poland of individuals with IDD may provide an opportunity for learning about the Holocaust, identifying with the Jewish people, attain a sense of belonging to the people of Israel, the State of Israel, and their ancestry
 
Recommendations
Alongside the benefits and successes of the journey, as revealed in the current study, the journey itself is complex and involves physical and emotional challenges that hold the potential for negative repercussions (injury, post-traumatic stress reactions). It is thus recommended that
Attention should be given to therapeutic treatment of participants following their return, and professional care for those in need of it
Attention should be given to improving and adapting the physical conditions of the journey, to fit the needs of individuals with IDD
Considering the pioneering nature of this study, the results should be scrutinized. Additional research designs should be developed, in order to deepen the understanding of this issue, particularly follow-up studies that further examine the implications of the journey for a bigger sample. These should be conducted using further research methods such as quantitative study, population comparison, and an observational study examining the effects of the journey over time
 
This work was supported by a grant from Shalem Fund for Development of Services for People with Intellectual Disabilities in the Local Councils in Israel
 

 To the full text research

 



ציפיות הורים לבעלי מגבלה שכלית התפתחותית מילדיהם הבריאים: בחינת הצורך בפיצוי על מגבלתו של הבן/בת בעל/ת המגבלה השכלית ההתפתחותית   מק"ט 636| מנחה : ד"ר חיה עמינדב  

עבודת גמר זו לתואר שני (תזה) נערכה בסיוע מלגה מקרן שלם.
במחקר השתתפו 128 נבדקים שחולקו לקבוצת מחקר של זוגות הורה וילד ממשפחות של בעלי מגבלה שכלית וקבוצת ביקורת של זוגות שבמשפחתם כולם בעלי התפתחות תקינה. נבדקו ציפיות הורים, מסוגלות עצמית כללית, דימוי עצמי ואמפתיה. נמצא כי אימהות לילדים בעלי מגבלה תופסות את ילדיהם בעלי ההתפתחות התקינה כמסוגלים יותר באופן כללי לעומת אימהות קבוצת הביקורת. כמו כן, נמצא כי הורים לבעלי מגבלה שכלית יצפו שילדם בעל ההתפתחות התקינה יראה רמה גבוהה של הבנה לגבי תחושותיו של אדם זר (לא בהכרח בעל מגבלה) זאת לעומת ציפיית הורי קבוצת הביקורת. מתוך ממצאים אלו אנו למדים על מערכת הלחצים המופעלת על האח לבעל המגבלה. חשיבות רבה קיימת בהכרת אנשי המקצוע וגורמי הטיפול את הלחצים והמתחים המלווים את הקשרים הבינאישיים במשפחות לבעלי מגבלה שכלית.

 

לפריט המלא
קרא | הורד
לתקציר
קרא | הורד
להמלצות למחקרי המשך
קרא | הורד


החל הרישום לכנס "הזכות לבחור" - כנס השנתי ליום תסמונת דאון הבינלאומי לשנת 2018   שיערך ב- 21/03/2018, יום רביעי, ה' בניסן, תשע"ח, באולם שאכט, המרכז הרפואי הדסה הר הצופים ירושלים  

 -

השתתפות ביום העיון אינה כרוכה בתשלום, אך דורשת הרשמה מראש. מספר המקומות מוגבל.

לרישום לחץ כאן

להורדת סדר היום ופרטים נוספים לחץ כאן

 

לפריט המלא
קרא | הורד


אימהות ישראלית וטכנולוגיות פריון בראי זכויותיהן של נשים עם מוגבלות    

 מוסד האימהות הוא אחד ממאפייניה המרכזיים של החברה הישראלית, והוא גולש מהזירה הפרטית-האישית לזירה הציבורית-הפוליטית. מייחסים לנשים כישורי אימהות טבעיים וחברתיים, ומתוך כך מצפים מהן למלא ללא קושי את תפקידיהן האימהיים. כשמתעוררים קשיים ומורכבויות, רואים בהם פתולוגיות. בה בעת כשמדובר בנשים עם מוגבלות, הגישה הרווחת בישראל ובעולם שונה בתכלית; רבים נוטים להטיל ספק במסוגלות ההורית של נשים עם מוגבלות, ויש אף כאלה הרואים סתירה בין מוגבלות לאימהות. עם הגישה הזו נאלצות נשים אלה להתמודד. התפתחויות הנוגעות לזכויותיהם של אנשים עם מוגבלות מציגות גישות שונות, המקדמות שוויון מהותי של אימהות עם מוגבלות, תוך התחשבות בחוויית החיים הייחודית שלהן, ראייה אוניברסלית של מושג "האימהות המוגבלת" והכרה בקשיים ובאפליה המתעוררת בהעדר ההתאמות הנדרשות להן. באמצעות ניתוח המקרה של אורה מור-יוסף, אישה עם מוגבלות שיזמה הליך שבאמצעותו הובאה לעולם תינוקת ללא קשר גנטי אליה, מראה המאמר כיצד לא באו לידי ביטוי מעשי התפתחויות בסוגיית שוויון הזכויות לאנשים עם מוגבלות ובסוגיה של קביעת ההורות המשפטית, ומנסה לעמוד על הסיבות לכך. באמצעות ניתוח פעולות והחלטות המדינה מראה המאמר, שלא העדר הקשר הגנטי בין אורה לתינוקת היה הנימוק האמיתי שעמד מאחוריהן, וכיצד התפתחויות טכנולוגיות בתחום הפריון מעמתות את רשויות המדינה עם שאלות חדשות בתחום זכויות ההורות של א/נשים עם מוגבלות, ומאלצות אותן לפעול בזירה שעדיין לא גובשה מדיניות בנוגע אליה, ואגב כך חושפות דעות חשדניות כלפי הורות של אנשים, ובפרט נשים, עם מוגבלות.

 
המאמר פורסם  לראשונה בכתב העת ""בטחון סוציאלי"- גיליון 103- שבט תשע"ח, פברואר 2018
 
למאמר המלא לחץ כאן
 
המאמר מפורסם באתר קרן שלם באישורה של כותבת המאמר עו"ד רוני רוטלר, מנהלת הקליניקה לזכויות אנשים עם מוגבלויות, אוניברסיטת בר אילן.
 
 
 
 
 
 
 



מחקר הערכה בנושא: התמודדות משפחות לילד עם תסמונת דאון המשתתפות בתכנית "אני ואמי"   מק"ט 166 | ד"ר עדי לוי ורד, גב' מיה סבג, גב' בשמת הוך  

המחקר בוצע על ידי מכלול - יחידת הערכה ומדידה של קרן שלם בשיתוף אגף קהילה במינהל המוגבלויות, משרד העבודה, הרווחה והשירותים החברתיים ועמותת שלווה. 
 
מתוך כלל הילדים הנולדים בישראל בכל שנה, כ-160 ילדים (המהווים 0.1% מכלל הלידות) נולדים עם תסמונת דאון. משרד העבודה הרווחה והשירותים החברתיים רואה חשיבות רבה בפיתוח תכניות התערבות בגיל הרך, ולאור זאת יצא במיזם משותף עם עמותת "שלווה" להפעלת תכנית "אני ואמי" לארבעים ילדים עם תסמונת דאון ומשפחותיהם במחוז ירושלים, החל משנת תשע"ט. כיום פועלת התכנית במחוז ירושלים בלבד ומטרת התכנית להרחיב את פעילותה בפריסה ארצית.
מטרת מחקר ההערכה הנוכחי ללמוד על התרומה של התכנית הן עבור האמא והן עבור בני הבית הנוספים (בעל, אחים, משפחה מורחבת), טרם קבלת ההחלטה על הרחבתה והטמעה של התכנית במסגרת שרותי המשרד.
 
מכאן שההערכה הנוכחית התמקדה בתרומת התכנית על המשפחה. באופן ספציפי הוצבו שלוש שאלות הערכה מרכזיות:
1. באיזו מידה חל שינוי בקרב האמהות במהלך השנה הראשונה, במימד הקוגניטיבי, הרגשי וההתנהגותי (כולל התייחסות למשברים ונקודות אור)?
2. מהם מקורות התמיכה המרכזיים של האם, ומהו מיקומה של תכנית "אני ואמי" ביניהם?
3. כיצד נתפסת תרומתה של תכנית "אני ואמי" בעיני האמהות, האבות והאחים/ות של התינוק? מהם צרכי המשפחות? ומה ניתן לשפר בתכנית?
 
במחקר השתתפו 23 אימהות, 5 אבות ו-6 אחיות לפעוטות עם תסמונת דאון אשר השתתפו בתכנית "אני ואמי". לאור ממצאי ההערכה, אשר הצביעו על תרומה משמעותית של התכנית לרווחת המשפחות, הועלו מסקנות והמלצות המפורטות במלואן בדו"ח הממצאים.
 
לקריאת תקציר המנהלים לחץ כאן.
 
לקריאת דו"ח הממצאים המלא לחץ כאן.
 
לצפייה במצגת הממצאים לחץ כאן.

 



פרופ' ניצה דוידוביץ מאוניברסיטת אריאל בשומרון מונתה כיו"ר ועדת מחקר החדשה של קרן שלם   מתוך ראיון לרגל המינוי החדש  

 -

 

הקדשת שנים רבות לאקדמיה ומילאת תפקידים רבים. מה תפקידך הנוכחי?
אני נמצאת באקדמיה כבר מעל 30 שנה. בתפקידי הנוכחי אני משמשת ראש תחום הערכת איכות וקידום ההוראה האקדמית, ראש התוכנית להכשרת מורים - באוניברסיטת אריאל בשומרון וכראש הפורום לקידום ההוראה בישראל.

מה המוטו שלך בחיים בכלל ובאקדמיה בפרט?
המגע האנושי הוא הקובע. היכולת לקדם אנשים ורעיונות היא זכות והיא חובה.

מה האתגר שאת רואה במינוי ליו״ר ועדת מחקר בקרן שלם?
לחבר בין האקדמיה והשטח לגשר בין שפת המחקר לשפת העשייה.

מחקרים חשובים של פרופ' דוידוביץ:
שטחי מחקר ופרסומים אקדמיים: השכלה גבוהה, קידום ההוראה האקדמית, קידום תודעת השואה והזהות היהודית.

5 עובדות שלא ידעתם על פרופ' דוידוביץ:
גדלתי עם 5 אחיות
אמא לארבעה בנים
30 שנה של עשייה פעילה בתפקידים בכירים מגוונים באוניברסיטת אריאל בשומרון
ד"ר כבוד של האוניברסיטה הפדגוגית באודסה (בת 200 שנה).
מקדמת יוזמות בינלאומיות מגוונות

 

 



נפתח מרכז יום שיקומי אלי"ע לילדים עם עיוורון או לקות ראייה - באר שבע    

 -

בחודש נובמבר האחרון נפתח באירוע מרגש מרכז יום שיקומי אלי"ע החדש בבאר שבע בהשתתפות אורחים רבים ביניהם ראש העיר רוביק דנילוביץ', נציגי משרד העבודה, הרווחה והשירותים החברתיים, נציגי קרן שלם, הביטוח הלאומי ואורחים נוספים. בשנת 1988 פתחה העמותה מעון יום שיקומי בעיר באר שבע, לילדים בגיל הרך, במבנה שכור, לא מותאם, עתיר חסרונות ומגבלות.

כעת הושק המרכז החדש בבניין מכבד, מרווח וייעודי.
850 מ"ר מאפשרים לילדים פעילות נוחה ונעימה במקום ולעמותה את האפשרות לתת מענה לילדים נוספים הנזקקים לשירות זה. לצד הרחבת מספר הכיתות, כולל המקום חדר חושך, חדר חושי, ג'ימבורי, סוציו-דרמה, חדרים לטיפולים פארא-רפואיים, ושתי חצרות מיוחדות למשחקים בחוץ.

אלי"ע הינה העמותה המובילה בישראל לקידום ילדים עם עיוורון או לקות ראייה. העמותה מעניקה מגוון שירותים ובהם אבחון, טיפול, תמיכה ושיקום. אלי"ע החלה את פעילותה עם קבוצה של 6 ילדים, וכיום היא מפעילה תכניות למאות ילדים בשנה בארבעה מרכזים ברחבי הארץ. העמותה מסייעת בהכנת ילדים עם עיוורון ולקויות ראייה לשילוב בחינוך הרגיל ובחברה בכלל, מתן מענה מקצועי לילדים עם עיוורון ולקויות ראייה מורכבי התפתחות, בדרך לשילובם במסגרות המשך מתאימות בהתאם לצורכיהם וליכולותיהם, חיזוק ותמיכה לחזק ולתמוך במשפחות הילדים באופן שיעזור להן לקדם את ילדיהן בצורה יעילה ובונה.

קרן שלם סייעה במענקים לבניית וציוד המעון.