"Ofarim" - School for Autistic Children

by Ofarim
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children
"Ofarim" - School for Autistic Children

Project Report | Nov 14, 2024
Ofarim School November 2024 Project Report

By Naum Bloch | School principal

The summer vacation has come to an end, and it's time to return to the school routine.

Returning to school is not just about going back to class and lessons, but alsoan opportunity to start anew. Every student can meet
their friends again, get to know the new teachers, and begin learning new things. Especially for students on the autism spectrum, returning to school can be a fulfilling and empowering experience, as school provides a stable routine, personal support, and opportunities to engage in fascinating
learning experiences.

At school, we make sure that students feel safe and prepared. Every day brings a structured schedule,engaging lessons, and activities that are tailored to each student, so that everyone can feel successful andmeaningful. Teachers, assistants, and the support team work together to ensure that every student receives the support they need — through clear symbols and explanations, visual tools, and emotional support.

Unfortunately, the recent security situation in Israel has created many challenges for students and schools, particularly for students on the autism spectrum. Maintaining a consistent educational and social routine becomes much more difficult in such situations, due to the emotional, physical, and educational impact that an unstable and dangerous environment brings. There are many changes, such as school closures or a lack of security in the streets and homes. Many students, especially those on the spectrum, struggle to adapt to unexpected changes. Any such change, whether it’s a disruption in school, a shift in the learning environment (such as remote learning) , can feel like a crisis, leading to anxiety and difficulty concentrating and performing optimally. In such situations, some students on the spectrum may experience regression and heightened anxiety. When children cannot meet with their friends in class or outside, they may feel disconnected and isolated. Students who struggle to communicate easily or understand the emotions of others may experience feelings of confusion, frustration, and even anxiety. 

Despite the difficult security situation, educational teams are working tirelessly to maintain a daily routine, even if it is not identical to the usual routine. Careful planning, coordination with parents and professionals, and understanding that children need emotional and educational stability are some of the ways the team manages to maintain a routine even under the most challenging conditions. The management team at Ofarim School, led by the school principal, Nahum Bloch, understands that any change can feel like trauma for students, so they strive to maintain a consistent schedule and routine activities even when there are unexpected changes. All of this is done while maintaining a calm and structured atmosphere in the classroom,
so that students feel safe and continue to develop their skills.

The educational team manages to deliver engaging lessons that offer enriching learning experiences even in times of stress and tension.Teachers are able to adapt their curricula to the new reality, while maintaining interest and variety, and using technology to stay connected with students even when lessons are held online or in a different format.
The lessons do not focus solely on the regular curriculum, but also include social and emotional learning. For example, teachers
incorporate discussions about emotions, encourage creative thinking, and provide a space for open dialogue about the situation. Experiential activities, such as creative work, group projects, or active learning workshops, allow students to feel that they are not only learning butalso expressing themselves and sharing their emotions in different ways.

Thank you very much for your contribution, hoping for peaceful days fille with acceptance, understanding, and lots of love between people.

With love, Ofarim school

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Jul 21, 2024
Ofarim School July 2024 Project Report

By Nahum Bloch | School principal

Mar 24, 2024
Ofarim School March 2024 Project Report

By Nahum Bloch | School principal

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Organization Information

Ofarim

Project Leader:
Nahum Bloch
Haifa , Israel

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