At the library, the students read and listen to age-appropriate and subject-appropriate stories. The stories are made accessible through augmentative, alternate communication (AAC), and in this way, reading skills are acquired. There is a large supply of video presentations of the children’s stories in the curriculum, which turn the reading lesson into a fun experience.
The older students learn and occupy themselves with additional subjects, such as sayings, poems, research projects, informational items, and “Roots” projects. The library is used by students aged 5-21.
We set up a structured kiosk simulation in the school. In the kiosk, students get to practice consumer norms and habits, develop social abilities, exercise judgment and take responsibility. The children are assigned jobs such as product importers, cashiers, sellers, buyers, according to their personal level, abilities and age. The kiosk opens once a week for several hours, during which time all of the students participate in operating a harmonious system, which contributes significantly to the students and to the positive atmosphere in the school.
The art room serves as a space for rich, diverse, creative art activities. The room contains artistic illustrative aids, which provide the students with inspiration for creativity and self-expression. By working creatively with a variety or art mediums, which provide a broad base for technical and emotional self-expression, every student derives the maximum in hands-on work, knowledge, and pleasure-filled experience, each according to his/her level and abilities.
The computer room is intended for students of all grades - lower, middle, and upper.
The teaching approach is graded, from the younger grades to the older ones. The students enjoy creating, progressing, and producing an esthetic, age-appropriate product on their own. Students create booklets as well as video presentations that are shown to the other on frequent occasions.
This room contains about 200 guided activity units, adapted to the age and capability of the student. Each unit teaches skills and tools in a different motor-technical area needed for the workplace. An annual individual learning program is plotted out for each student, so that he/she can develop various skills, in keeping with his/her potential. These skills will serve as an aid and preparation for the student’s eventual integration into the work market and contribution to the community later in life. This program is implemented starting from age 6 and continues until the student goes out into the working world.
The ceramics room offers an expanse for vision and creativity. The materials, straight out of nature, touch different levels in the human spectrum and create a merging of imagination, emotion, and creation. Many skills are acquired by working with these materials, including mixing, kneading, rolling out, imprinting, and painting. The final products are varied and very impressive: candlesticks, statuettes, and beautiful Judaica items.
Greenhouse and therapeutic garden
We provide agricultural lessons to the students in Tzohar’s greenhouse and therapeutic garden. The students learn about and experience how to grow ornamental crops and fruit crops. At the end of each season, we harvest the seeds from the vegetables grown in the therapeutic garden, and from these, we prepare new vegetable seedlings in the school's greenhouse. This allows the children to experience a full cycle of growth, from seed to seed. The seedlings are placed in the magnificent vegetable garden in the school yard, which gives pleasure to everyone .
Animals, like dolls, pleasantly sidestep the need to address the child’s problems verbally and concretely. This enrichment option is meant for children who are coping with challenges at present or problems from the past that are still with them, and who are incapable of expressing their feelings or sharing their experiences due to residual emotional disappointment. By bonding with the animals, the children enjoy constructive, remedial, positive experiences that come about spontaneously, at the child’s initiative and with minimal guidance from the therapist.
Following the calendar of Jewish holidays and changing seasons, the students learn to be active partners in the family experience, through creative work in the kitchen. The home-economics course is part of the general curriculum of household management, included in the “Preparation for Life” program. Managing the kitchen, maintaining it, planning meals and developing cooking and baking skills – all form part of the students’ hands-on experience. The learning takes place in a fun and enjoyable manner, while, along the way, each student acquires cognitive and interpersonal skills. The learning takes place in an adapted, accessible environment, with an emphasis on creating learning aids, tools, and mediums that help the students develop occupational focus.
Tzohar Halev's Children's Sports Center offers activities which allow our children to enjoy sports and physical activity, improve their motor skills, and improve their sense of capability and self-confidence. The Sports Center allows each child to engage in sports according to his or her ability and to experience success. The activities treat problems including movement awkwardness, difficulties in coordination, difficulty in social integration and overweight. The treatment is done by professional instructors and using state-of-the-art equipment.
Therapeutic Bicycle Riding
Bicycle-riding lessons provide students with the pleasure that flows from an age-appropriate motor activity. The lessons promote independence, personal responsibility, motor planning, spatial planning, and muscle strengthening, while enhancing equilibrium and cardio-vascular endurance. The riding lessons take place in the school’s Road Safety lot, which includes a two-way street, sidewalks, traffic lights, and street crossings, so that, along with the riding lesson, the students also practice implementing safety rules. The bicycles are individually fitted for each student – bicycles for the disabled, with supports, tricycles, stable bicycles, and BMX bicycles, with or without training wheels.
Road Safety Field
We invested great effort to design a special road safety field which simulates the student’s residential area. The field includes road signs, traffic lights, pedestrian crossings, a two-way road system, traffic islands and a bus station. On the field, our students practice road safety rules, safe walking, the proper way to cross the street, how to wait for and act in accordance to traffic lights, and the students gain a sense of confidence and independence. By memorizing and practicing all of road safety rules within the school’s protected space, the students emerge independently and confidently into the community space, and they feel like normative child of their age. The opportunity for such learning would not have been possible without the road safety field
The flagship program in Tzohar's schools is providing our students with life skills. For this purpose, we established a life training apartment, which is a space identical to that of a standard residential apartment. The learning takes place in groups. The students acquire experiences and memorize rules and skills from the fields of ADL and IADL, both through discourse, and on a practical level. Skills include sweeping floors, making the bed, cleaning the toilet, how to use the washing machine, and hanging and folding laundry. This training prepares the student for matriculation and independent living at home and in the community.
The Gymboree is a spacious motor-skills development play area, housing a variety of motor equipment. Located in the schoolyard, the Gymboree is geared for children in the younger grades. The area offers students a range of therapy activities and free-time occupation, including free play in the expanse, a motor course constructed for group or individual physiotherapy, occupational therapy, and free-time games.
The dog kennel is intended for therapy for students who have difficulty engaging in direct communication with their peers. An important communication channel is opened via interaction with the dog, a sociable animal that receives people happily and not judgmentally. The student is able to learn how to carry on productive and correct communication with the people around him/her, because, at the kennel, the student has a “success experience” that empowers his/her strong sides (responsibility, ability to train the dog, consistency, tending to others, concern). This experience brings to expression abilities and strengths that were latent until the student’s encounter with the dogs. The therapy experience serves as a springboard for empowerment and building self-confidence in additional areas, and at the same time, opens up channels of healthy communication within additional life circles.
Horseback Riding Therapy Ranch
Horseback riding therapy enables the students to undergo experiences that reflect their inner world. Through the riding experience, the student can process and achieve healthy development in the emotional, personal, and social planes. In the course of caring for the horse, the student experiences successes, fears, and failures, and in this protected, supportive environment, he/she can process them in a controlled manner. The therapy develops the student’s self-awareness and promotes personal growth. The technique of psychotherapy using horses provides a response to a variety of challenges. The student can learn how to initiate communication, improve communication, and maintain normative, healthy relationships. There are individual assignments, as well as group assignments that allow for cooperative work, social empowerment, and tools for healthier coping with life’s challenges.
The magic of music come into expression at different levels and the range of therapy is broad and diverse. The primary, outstanding components studied are drumming and playing instruments. The emphasis is on exposure to the gamut of musical instruments from around the world and on giving each and every student an opportunity for self-expression
Students come to the club in their spare time. In the club, students acquire life skills and experiences in diverse social situations. The programs at the club improve their abilities in a range of functioning fields. Professionally trained staff guide and support the children. In addition, students gain skills for how to keep themselves occupied in a positive way in their spare time.
We installed a new game platform that provides an immersive experience. The experience includes a multimedia system which is installed in the room and creates a simulation of a changing reality. The game platform allows the participants to enjoy fun and healthy gameplay. The participants experience a magical interactive experience that includes: voices, colors, and movement. There are dozens of games of different types and levels of difficulty, which allows us to match the appropriate set of games and tutorials to each student.