Mission Statement

The Nachas Program at SIHA is revolutionizing the education of special needs children from unaffiliated Jewish families. We offer an individualized student-centered education while bringing the children back to their Jewish roots with a deep love and appreciation of their Jewish heritage.

We strive to create a supportive educational climate with diversified instruction within a combined self-contained and inclusion-based environment.

Our certified special education teachers and caring professionals are devoted to the academic, social, and emotional development of each student.

At our core is a teaching model that is well-defined, differentiated, instructional, and interdisciplinary. It recognizes the importance of each individual child.  By combining a student-centered curriculum with a rich Judaic studies program, we aim to promote an atmosphere of belonging, success, meaning, and fun. We aim to develop students that can appreciate their cultural heritage and pursue to mold students of high moral character that can engage and collaborate with the best and the brightest of the 21st century. Our students understand what it means to be Jewish, are proud of their Jewish heritage, and can carry the torch of Judaism to their families and beyond.  

Program Description


The Nachas Program offers programs and services for students in grades one through eight with language based learning disabilities and perform optimally in a combined self-contained and inclusion based classroom. Only students whose behaviors are managed and appropriate for a classroom setting are accepted into the Nachas Program.

We employ a variety of methodologies and strategies for students who may experience challenges in the following areas:

  • Auditory Processing
  • Expressive Language
  • Receptive Language
  • Reading
  • Executive Functioning


Educational Model


Our class size consists of a maximum of 8 students within the self-contained program and no more than 4 students within the inclusion program inside a general education setting of 15 students. We aim to achieve a low student to teacher ratio of 8:1:1 in a self-contained setting and 4:1:1 within an inclusion setting. There is a special education certified teacher within both classroom settings. This affords our students the attention necessary to remediate their specific challenges. Our skill based instruction uses a multi-sensory approach, where students are taught compensatory strategies. Through use of technology, as well as visual, auditory, and tactile strategies, our students benefit from the modality that fits their unique learning style. Differentiated instruction allows us to meet the needs of every child through individualized, student-centered education. Students are placed into fluid learning groups based on their needs.

Our highly trained staff includes:

  • Instructors with Master’s Degrees in Special Education
  • Associates or Assistants working towards a BA or an MA in Special Education
  • Speech/Language Pathologist
  • Learning Specialist/Consultant with a Doctorate in Exceptional Childhood Education
  • Reading Specialist/Orton Gillingham Trained and Experienced
  • Trained and Experienced Singapore Math Instructor
  • Literacy Specialist/Consultant
  • Occupational Therapist
  • School Social Worker


 Social Integration with Inclusion

Our inclusion program allows for fluid movement of students between small self-contained classes and larger mainstream opportunities. Our students are partnered with a corresponding mainstream class for all non-academic and specialty subjects or activities. These include, but are not limited to, morning prayer, recess, lunch, art, music, drama, gym, assemblies, and field trips.

Academic Mainstream Process


Academic mainstream opportunities are available based on standardized criteria in subject areas. Students are monitored on an ongoing basis to assess progress via diagnostic, formative, and summative assessments. Based upon these assessments, some students can enter mainstream classes via inclusion. Once appropriate progress is made within the inclusion setting, both academically and socially, students can proceed within that given subject area to a regular education classroom in its entirety.

Curriculum Development

To meet the specific needs of our students, an individual curriculum is created. Secular and Judaic staff collaborate with our curriculum directors, consultants and specialists to create a curriculum unique for each child’s learning style and ability. Curriculum personnel are charged with the responsibility of developing specific curricula to meet the ever-changing needs of their students in all areas; including language development, social skills training, and life skills training.

NACHAS PROGRAM @ SIHA