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P.A.L.S.

P.A.L.S., or Providing Alternative Learning Strategies, enables children with language-based learning disabilities to maximize their academic, social and emotional potential, while at the same time affording them the myriad benefits of a Jewish education.

Prior to P.A.L.S. there were no Jewish day schools in the immediate region that offered the necessary level of support for children with special learning needs. WFHA's groundbreaking program fills a tremendous void that has existed for far too long, offering its students a rich, varied, comprehensive education in both general and Judaic studies.

P.A.L.S. takes a unique philosophical approach to special education. Its basic tenet is that the curriculum must be adapted to meet the needs of the child - the child should not be expected to adapt to the demands of the curriculum.

The program is three pronged: interactive, interdisciplinary and integrated.

Interactive

The program advocates "learning by doing" with a hands-on, multi-sensory
approach to the curriculum. Children learn fundamental skills through active
participation in the learning process, and benefit from direct intervention and
consistent reinforcement.

Interdisciplinary

P.A.L.S. understands that children learn best when presented with information
as an integrated whole. Thus, lessons are taught as thematic units crossing
all subject areas. Similarly, all members of the educational team (classroom
teachers, adjunct service providers and other consultants) support one another's disciplines throughout the day.

Integrated

All P.A.L.S. students benefit from a curriculum in which Jewish themes are
seamlessly interwoven into secular subjects. The curriculum delves deeply into the Jewish holidays, the Sabbath, and Jewish values such as the importance of charity. Students are exposed to Hebrew language in the classroom as well as in school-wide assemblies and functions. The Jewish experience permeates the atmosphere of the entire school.

P.A.L.S. classes are capped at a maximum of ten children to ensure an atmosphere conducive to direct teaching and the fostering of social skills. Each class is staffed by two teachers: A lead teacher with strong special education credentials, and a co-teacher with a background in Hebrew and Judaic Studies.

In addition, the program has a highly trained and dedicated support staff, including:
• Speech and language pathologist
• Reading specialist
• Occupational therapist
• School psychologist
• Social worker/guidance counselor.

Support services are provided as part of the school day and regularly
incorporated into the curriculum. The team of specialists, together with the
child's parents, meets periodically to review and assess the child's progress.

For additional information please contact Bobbie.Powers@wfha.org