Communities and organizations (of the project)
Address: Moscow, Bolshoi Spasoglinischevsky, 9/1, building 7
- E-mail: firstname.lastname@example.org
The Sunday school project was opened at the “Jerusalem in Moscow” Ulpan in 2002.
The main idea of the school is to introduce families to Jewish culture and tradition and provide not only grown-ups but also younger generations with opportunities to explore the culture and history of their nation and to learn Hebrew.
Joint activities with the integration project granted children with special needs and their families an opportunity to explore Jewish tradition and culture in integrative groups together with regular families.
Regional Charitable Public Organization for Assisting Jewish Communal Activities
Address: 111033, Moscow, Volochayevskaya 14, building 1; Moscow, Kievskaya, 22
The Integration project offers children & parent group sessions at MEOD during the period May-September.
The sessions are held twice a month on Sunday. The groups are formed according to the age.
The sessions are targeted at social adaptation of special child and at psychological support for her parent and feature introduction to Jewish tradition along with its development-through-game component.
The group game sessions engage, in addition to two professional psychologists, trained volunteers who provide assistance to children challenged physically or behaviorally.
The majority of participants of these groups do not attend other educational institutions, so such sessions are their only chance to socialize, develop and communicate.
Curator of Integration project
Phone: +7 (903) 579 96 85
Address: Leningradskoye shosse, 52 A
Children with mental problems lack opportunities to integrate in Moscow and live in partial or full isolation from the society.
The center opens its doors to children suffering from Down syndrome, autism and mental retardation.
The main goals of the Integration project in the center are:
Integration of Jewish children with special needs into society and into Jewish community.
Providing psychological, pedagogical, social and medical assistance to children with special needs.
Improving life quality of families raising children with special needs.
Advocacy for children with special needs municipal, state and public institutions.
Promoting mutual respect among people.
In the framework of Integration project, the Center offers inclusive programs and individual approach to such children; educators and medical professionals are engaged in activities that ensure gradual integration of such children into the society of their peers.
Curator of Integration project
Phone: +7 (925) 3917071
Regional Charitable Public Organization
Address: 119311, Moscow, Stroiteley, 17–B
Lately, teenagers and young adults with special needs started addressing the Center for assistance. Many of them managed to receive full or partial secondary education (regular or special school curricula). However, they are not accepted to continue education and not hired, so have to stay at home all the time. The cause therefore is that, firstly, such youth are not given pre-professional skills at school and, secondly, they lack necessary social skills, ability to cooperate in a team etc.
In 2008-2010, the Center for Curative Pedagogic carried out the project “Organization of a model of manufacturing workshop for people with limited health capacity”. The project was successful – all its graduates managed to enter different vocational schools to receive professional education.
In 2010-2011, the Integration project enabled the Center to open such a group for young Jewish people with special needs.
In 2012-2013, the Center continued carpenter workshops led by a carpentry expert in cooperation with Center’s experts and volunteers.
In addition to that, the Center offers art-therapy sessions for Jewish teenagers and young adults with different developmental problems. The sessions feature various crafts classes – sewing, batik, working with fabrics, knitting, felting, cooking, working with clay etc.
Such sessions not only have direct therapeutic goals but also help some of the youth to later receive professional training in different government and non-government institutions. Art-therapy expert leads the group; different experts of the Center are engaged to assist with some of the participants when necessary.
Children & parent groups
Families with children receive comprehensive systematic assistance in the framework of Integration project. Tens of thousands children in Russia have disabilities caused by congenital abnormalities. Early intervention and comprehensive rehabilitation can solve a lot of problems for such children.
This project will create conditions for well-balanced development, for prevention of developmental deviations and for health improvement of younger children through individual sessions and in parental groups.
All activities are therapeutic in nature and contribute, first of all, to prevention of social orphanhood and to supporting families raising children with special needs: they preserve the family, decrease the risk of its isolation as well as the risk of infringement of the right of children and families to dignified life and education.
Unfortunately, not all children can be cured.
And when the special children grow up, they become special adults.
And if for young children with disorders in our country there are already a lot of services (although there are still more problems), the special adults stay at home or in specialized boarding schools. This makes the families with special adults very lonely and miserable.
Therefore, Centre for Curative Pedagogic (CCP) created a new project, which the "Integration" project has happily supported.
A full name of the project: "Day occupation of elder children with special needs on the basis of psycho-neurological boarding school “Day is not for nothing!"
The project "Day is not for nothing" was created within the programs of non-profit foundation "Life Path" for adults with intellectual disorders
The Foundation was created in 2009 on the initiative of parents, whose children were involved in the CCP, and then have grown up from children's programs of the Centre.
Classes take place twice a week and last for 4 hours.
At the moment classes are attended by 7 young men and women, whom two CCP experts, three boarding experts and 6 volunteers are working with.
All participants who attended classes were trained in the CCP; they were over 18 years old, mute and with serious mental disorders.
They require close support for effective work and life.
It was best to have seven participants occupied by seven employees. In reality though there were five or six employees each class, seven happened to be rarely.
A class is structured as follows:
1. Walking and physical activities. From 11:00 to 12:00.
In September, when it is still warm, classes began with a walk on the territory of the boarding school, exercises in the street gym and outdoor games on the playground.
As it is getting colder, exercises start to take place indoor. Here, active games with the balls, exercises with training apparatus, mat games on the floor are carried out. Sometimes it is possible to organize a small team game.
2. Lunch. From 12.00 to 13.00.
Lunchtime is also a social adaptation training.
Participants in accordance with their capabilities serve a table in the dining room, cut the cheese, bread, and lay out the food. We train to eat in the team, slowly, without disturbing the neighbors on the table. We train to eat in a group, taking our time, not disturbing our table neighbors.
3. Personal Computer. From 13:00 to 14:00, in groups of 1-2 people.
The children learn to work with a computer: using a mouse, following commands on the screen, understanding the events happening on the screen and linking these events with the actions of the student.
4. Manual work. From 13:00 to 14:30.
This is work with dyed wool, dough, paint.
To create consistent habits of behavior during work, we try not to change the nature of the task over a long period of time.
Work with wool consists largely of creating small rugs from pieces of dyed wool. The children tear up the wool, create a canvas, wet the wool, stretch and then wring it out. After the drying process, the final product is ready – 10x10cm thick colored rugs.
This task is repeated from day to day, each separate action and manipulation of the material is practiced. Each of the participants works together with a volunteer, can concentrate on the action for one or two minutes, with some going up to 10 minutes. Short breaks take place for rest. Lately, we've also tried wallowing of toy boots.
5. Visual music in the sensor room. From 14:30 to 15:00.
The participants, volunteers and staff take a seat in the sensor room on the rug and the couches, and listen to music in addition to a slide show of images and a light show. The children usually respond quite positively to the process.
The parents bring their children for the activities, three of them leave, four stay. Some parents help around the gym, and even exercise along with a child.
There is a sense of harmony and co-operation between the staff, the coaches and the parents.
Whilst the participants of the project are working, their mothers have time to drink tea in the dining room, to relax and talk. A session with visual music with the remaining parents is equally useful for all participants.
The boarding school offers space, equipment and a team of specialists: an LFK coach, personal computer tutor and a psychologist.
All three show great effort and interest. In their everyday work, they do not encounter difficult pupils. Such adults are not part of the activities offered by our program.
The project “Day is not for nothing!” shows a modern and civilized approach to the development and support of adults with significant mental disabilities. Some of the staff are pleasantly surprised by such a unique approach and the difficult conditions the participants have.
It is not rare to hear that such people are violent, they need medicine, their running and screaming causes headaches. This is repeated by some of the staff of the Psycho-neurological boarding school. The majority of the team, however, show compassion and a deep interest.
The project has helped to create a group of friends from the residents of the boarding school. They help the staff and participants of the project, drink tea together. After their studies they come to the tutor meetings.
An opportunity for professional education for people with autism spectrum disorder (ASD) has now been developed, but the unemployment problem is still remaining.
Graduates of College №21 have succeeded in making the author's ceramics, but they are too "special" to work on a common ceramic production. Being left without a job, they will professional and social skills acquired during the training.
Ceramics workshop "Special Ceramics", created by the Center for Curative Pedagogic with the support of the project "Integration", takes into account characteristics of the employees, as a job was picked for each particular employee according to their interests and capabilities. Also, an implementation method was developed, which allows to do work effectively.
For people with autism it is preferred to work not for a large enterprise, but in a small workshop with permanent staff.
An artist, 2 curative pedagogues, a technologist, journeyman and 7 employees are working in the workshop now. The journeyman – previously was a graduate of the Center of Curative Pedagogic. The employees are graduates of the CCP and Technology College №21. These are people who have been in pottery for a long period and know how to do lots of things.
This year the workshop is making dishes with decals, vases with underglaze painting, ceramic mosaics molding reliefs and small souvenirs. They also have been working on the logo for the CNF "Life Path", and now have received an order to make thematic cups for the "Exit" fund.
The authors work with the sketches on a given topic for a long time. First, everybody discusses a new topic, reads poems devoted to it, watches movies and listens to the music. And after that everybody’s feelings and thoughts are emerged caused by their life experience and individual perception of the world. After that the authors create drawings which can later serve as a sketch for a painting or decals.
In the middle of the day, all employees in a workshop prepare lunch. During lunch they discuss the issues they could not talk about in the work possess: news, plans for the future, their views.
Curator of Integration project
Curator of Integration project
Community “Le-Dor va-Dor”
Address: Argunovskaya, 3, building 1, floor 4
- E-mail: email@example.com
- Website: http://www.ledorvador.ru/ru/component/content/category/60-lessons
- Phone: +7 (495) 9566609
Already for 7 years we have been successfully implementing our summer integrative camp “Walking together” in cooperation with “Le-Dor va-Dor” community. It is hard to imagine our summer camp without their active involvement.
Every person can find occupation to his liking at the Moscow Center for Progressive Judaism:
Lectures “First steps in Judaism”
Beit-Midrash: discussion with Rabbi on weekly Torah portion;
Psychological group training on self-identification “Mi Ani”
Individual consultations with a rabbi
Sunday school (3-12 years)
Family creative workshop
Preparatory courses for Bar- and Bat-Mitzvah
Musical sessions with the cantor
Nezer Youth Club
Madrichim training in the framework of the Jewish Leadership School
Project “Museum with a rabbi” etc.
The Synagogue conducts Kabbalat Shabbat, Shakharit Shabbat, Avdala, celebrates Jewish holidays and marks memorial dates.
The President of VA Le-Dor va-Dor comunity
Executive Director of RACPJ
Chairman of the community
Public budget educational institution 1321
Address: 111024, Aviamotornaya, 30a/1
We see our main mission in integration of children with special needs into educational environment, in development of diverse models of integrative educational institutions, in spreading the model of integrative educational institutions in the regions and in integration of grown-ups with special needs into society.
The school created conditions for comprehensive development - intellectual, spiritual and physical – of each child regardless of his state of health, the social status of his family and of other factors.
Quality education that includes students’ mastering of the program required by the state standards of public education is very important for us.
Children with special needs are equal members of the school body and participate in all events of the school life.
At the same time, we strive to make our school as adaptive as possible and to make sure that individual needs of each student are take into consideration in educational and upbringing process.