by Jen Phillips, Keshet CEO
For over 30 years, Keshet has been proud to operate therapeutic schools hosted at two Jewish day schools—Solomon Schechter Day School of Metropolitan Chicago and Ida Crown Jewish Academy. Being part of a school community that embraces Jewish values, celebrates Jewish holidays, and fosters meaningful connections has always felt powerful and meaningful. Just as important, our students are able to receive the therapeutic supports they need within that same environment. The ability to belong fully while being supported has long been at the heart of what we do.
Keshet is always evolving. Over the years, we’ve opened doors to people we didn’t previously serve, challenging the idea that disability looks one way or fits neatly into a single model. We want families to know that Keshet is a resource for anyone who needs support, even if they don’t see themselves reflected in traditional special education or disability settings.
As Keshet grew, especially in our school programs, a question continued to nag at me: what about students whose needs do not fit neatly into existing therapeutic programs, and who Jewish day schools have historically struggled to support?
Too often, those students are left with one option—public school. In many cases, that decision separates siblings, removes children from their Jewish community, and sends an unspoken message about who belongs. That reality never sat right with me. If we truly believe in community, we must believe in all of our community.
With that in mind, Keshet partnered with Schechter in 2023 to launch a blended kindergarten program designed to support a wide range of learners. We hired a co-teacher with a special education background to work alongside the classroom teacher, creating a shared classroom where instruction could be adapted in real time. Keshet therapists also supported students directly in the classroom, allowing learning and therapeutic support to happen seamlessly throughout the day.
This model made it possible for students to attend a Jewish day school who otherwise would not have been able to. Because of its success, we were able to expand the program to welcome additional learners in future kindergarten classrooms and continue the model as students moved into first grade. Most importantly, this program has challenged assumptions about what inclusion in a Jewish day school setting could look like.
One of the principles guiding this work is Universal Design—a way of thinking that plans for a wide range of learners from the start. At Schechter, this meant designing classrooms and supports so all students could engage fully, rather than trying to make it work after the fact. When inclusion is built in from the start, all students benefit.
This foundation allowed us to respond when families approached us with unique needs. This past year, a family reached out to explore the possibility of their son attending Ida Crown Jewish Academy, just like his siblings. For nine years, he had been in a therapeutic setting, but he was clear about what he wanted next: to be in a Jewish high school, with his peers, in his community. And he was not taking no for an answer—which meant we weren’t going to either.
Keshet and ICJA came together with a shared commitment to say yes and then figure out how. Our full therapy team collaborated on a comprehensive support plan. The curriculum was thoughtfully prepared, and a dedicated staff member was assigned to ensure he had access, support, and opportunity throughout the school day.
The start of the year was not perfect. There were challenges, adjustments, and moments of uncertainty. But there was never a question about whether he belonged. That shared mindset across educators, therapists, and leadership made all the difference. By mid-year, the growth we’ve witnessed in this student, the teamwork among professionals, and the shift in assumptions about what is possible have been extraordinary.
Seeing the impact of both experiences has made something very clear: with the right supports, every family can access a Jewish education. At Keshet, this belief guides how we think, how we partner, and how we show up when families come to us looking for answers.
Through the lens of Universal Design, we are committed to creating schools, classrooms, and communities where everyone belongs. This work is not always easy or perfectly defined, but it reflects our values in action. Jewish education should never feel out of reach, and belonging should never be reserved for some.
