Prof. Laura I. Wurman (formerly Sigad) is the director of the Online English M.Ed. Program in Inclusive Education for At-Risk Children and Youth.
She is an educational anthropologist dedicated to building inclusive, compassionate, and globally connected learning communities. As Academic Director of the M.Ed. Program in Inclusive Education and Developer of International Programs at Oranim College of Education, she leads initiatives that bring educators together from around the world to explore how schools can better care-for students, teachers, and communities alike.
Her research and teaching examine how educators working with at-risk, traumatized, and marginalized populations sustain their own well-being and professional resilience while supporting others. Integrating insights from educational anthropology, resilience studies, and teacher professional development, her work offers a distinctive perspective on how educational systems can care for those who care.
Through her international collaborations and academic leadership, Prof. Sigad envisions education as a scholarly and human-centered pursuit—dedicated to nurturing belonging, child protection, and educator well-being across diverse cultural and national contexts.
Join our international M.Ed. community of professionals committed to inclusion, resilience, and care.
Dr. Tal Feder is a sociologist of culture and art. His current research explores cultural justice and equality from a spatial perspective. He received his doctorate from the University of Haifa in an integrated program with Humboldt University, Berlin. He was a postdoctoral fellow at the Center for Cultural Affairs at Indiana University on an ISF scholarship and a fellow Post-doctorate at the University of Sheffield in a research project that focused on the impact of the Corona epidemic on the world of art.
Dr. Feder’s areas of interest include cultural policy, sociology of art, and quantitative research methods. He has published articles on cultural policy in journals worldwide and in Israel. His latest publication, “Normative justification for public arts funding: what can we learn from linking arts consumption and arts policy in Israel?” (2020) appeared in The Socio-Economic Review, 18(1), , and won first place in the outstanding article competition of the Israel Sociological Association in 2019.
Dr. Feder has been invited to lecture on his expertise in cultural activism frameworks, such as the Cultural Movement and the Mandel Center, and at academic institutions in the field of cultural management, such as the University of Florida and the University of Connecticut in the USA, and the Zeppelin University in Germany.
Dr. Dafna Zinn holds a PhD in Criminology from Bar-Ilan University and an M.A. in Educational Counseling from the University of Haifa. Her doctoral research examined the role of adolescent bystanders in cases of sexual harassment among peers.
Dr. Zinn teaches in the Faculty of Graduate Studies at Oranim Academic College of Education, in both the Educational Counseling Program and the Community and Social Education (Non-Formal Education). Her research and professional interests focus on child and adolescent sexual abuse, the role of educational professionals in prevention, identification, and intervention, and the training of professionals within educational systems.
For the past eighteen years, Dr. Zinn has been a member of the Unit for Sexuality and Child Abuse Prevention within the Psychological and Counseling Services of the Israeli Ministry of Education. She is currently a member of the unit’s leadership team. In this role, she leads the training and professional supervision of regional instructors who provide consultation, guidance, and support to educational settings responding to cases of child sexual abuse and harmful sexual behavior among children and adolescents.
In addition, Dr. Zinn is involved in the development of national policy in the field of sexuality education and the prevention of child and adolescent sexual abuse, as well as in the development of educational curricula, lesson plans, and professional training programs for students, educators, and educational professionals.
Dr. Danny Glick is a researcher and EdTech leader with over 20 years of experience designing, implementing, and evaluating technology-enhanced learning solutions across K-20 education. He is the head the M.Ed. Program in Learning, Design & Technology at Oranim College of Education, where he designed an interdisciplinary program equipping graduate students with the knowledge, tools, and hands-on experience to diagnose learning gaps and design meaningful solutions for K-12, higher education, and corporate settings. Danny’s research focuses on emerging technologies, including generative AI, AI-powered bots, intelligent feedback systems, and virtual humans, with an emphasis on self-regulated learning, learner motivation, and human-AI interaction. Danny collaborates with scholars at Harvard, UC Irvine, and the University of Pennsylvania on projects ranging from AI-powered assessment to AI companions’ influence on students’ self-efficacy, motivation, and agency. Dr. Glick has guest-edited special issues in Frontiers in Education and the International Journal of Educational Technology in Higher Education on AI in education, human-AI interaction, and self-regulated learning, and his work appears in leading journals including BJET and Frontiers in Education. Danny is also the host of Dancing with the Machine, a podcast exploring the intersection of education, technology, and innovation through conversations with leading scholars and industry experts.
Izabel Ramadan (Ph.D.) is a lecturer at Oranim Academic College of Education, Israel, in the Faculty of Education and the Inclusive Education MEd program. For 30 years, her work has focused on advancing social and educational inclusion in schools in the Arab Palestinian society in Israel, and on improving the welfare and sense of self-efficacy of educational staff working with excluded students.
Dr. Ramadan links her academic research and her intensive involvement in education by supporting local intervention programs to promote social inclusion and by training educational staff to identify and address inclusion and exclusion. These programs are founded upon theory-based interrelation between educational, psychological, social, and cultural approaches, combined with broad action research in these fields.
Dr. Ramadan has developed a working model that has been socially and culturally adapted to work with excluded and at-risk students in the Arab Palestinian society in Israel and has published two guidebooks for school intervention counselors. The first book, Crossing the Emotional Barrier (2018), addresses the importance of the emotional aspect when working with excluded and at-risk students and the unique challenges facing Arab educators. The second book, Introspective Authority – a Bridge Inwards (2021), provides a response to the issue of educational staff’s authority when coping with risk behaviors and violence among excluded students.
Both books (published by Joint-ASHALIM, in conjunction with the Ministry of Education) are based on action research and actual cases, and provide intervention techniques and skills depending largely on understanding the lived experience of excluded students, empathy, and creating a beneficial and nurturing relationship, with emphasis on the importance of emotional and social support among educators.
Dr. Ramadan lectures on the identity role of the educator, empathy, and exclusion and inclusion in education. She is also a counselor and mentor of municipal staff, school principals, educational counselors, and therapeutic staff in schools.
Areas of expertise include at-risk and excluded youth, the identity of Arab educators, multiculturalism, empathetic education, and the nurturing approach to education.
Dr. Lando has a PhD from the Department of Psychology and Education at Bar Ilan University. As part of her PhD, she researched the integration of ultra-Orthodox boys with ADHD in a small yeshiva and teaches in the special education departments at both Shanan College and Beit Rivkah College in Kfar Chabad.
At Oranim Academic College, Dr. Lando teaches in the education department in the elementary school teacher-training program. She works in the M.Ed. degree program there, specifically within the Department for Working with At-Risk and Excluded Youth. Here, Dr. Lando leads a research and thesis-writing course.
Dr. Lando was on the pilot team of the Shemesh Program at Oranim College. Her lectures cover a variety of topics, including teaching students with ADHD, dealing with stressful situations in the educational system, teaching students at risk and exclusion, and facilitating workshops for the personal development and professional identity of teachers. She was head of the Department for Training Teachers for Special Education at Beit Rivkah College in Kfar Chabad, and she mentored teaching staff and administrators in schools in the ultra-Orthodox and state sectors in Ashalim Joint Israel’s intervention programs.
Efrat Lusky-Weisrose, PhD, serves as a teaching fellow at the Paul Baerwald School of Social Work and Social Welfare at the Hebrew University of Jerusalem. Her research primarily explores child sexual abuse (CSA) within the ultra-Orthodox community, CSA among children with disabilities, and the responses of educators to CSA, among other topics. Dr. Lusky-Weisrose is an expert in qualitative research methods, employing innovative and contemporary approaches in both her research and teaching. Beyond her research, she has been involved in several academic and social initiatives, such as Demo Erasmus+ and the Center for Disability Studies at the Hebrew University.
Dr. Rachel Revsin-Ravid is a lecturer in the graduate faculty, specializing in inclusive education, positive pedagogy, and group facilitation. Her Master’s-level courses integrate field research methods with theoretical frameworks rooted in empowerment and a rights-based approach.
Dr. Revsin-Ravid also serves as the director of the Galilee Dreamers program, a three-year initiative that brings together Arab and Jewish teens from the Galilee region alongside their peers from international communities. The program aims to nurture young leadership to promote a shared society through both local and global perspectives.
With a Ph.D. in Special Education from the University of Bath, Dr. Revsin-Ravid possesses expertise in designing inclusive environments through the application of Universal Design for Learning (UDL). Her work emphasizes parental involvement in education, particularly for children and adolescents with special needs, and examines identity construction within diverse conflict-affected societies. She has also mentored graduate students intervention programs designed to enhance community resilience and foster inclusive education as a foundation for peacebuilding.
Dr. Revsin-Ravid’s academic research and publications address key issues such as multicultural education, social justice, and the development of teacher identity. Her work explores the intersection of inclusive practices, narrative, and conflict resolution in both local and global contexts. Notable contributions include studies on preparing teachers to confront racism and prejudice, as well as the transformative role of educators in driving social change.
By seamlessly integrating theory, practice, and advocacy, Dr. Revsin-Ravid advances the principles of inclusive education as a cornerstone for building cohesive, equitable, and resilient societies.
Nurit Kaplan Toren received her PhD in Education and Human Development from the University of Haifa, Israel (2005). Postdoctoral studies at the University of Toledo. She started her career as a high school educational counselor and teacher and is currently a lecturer and researcher at Oranim College of Education. She is a committee member of the Oxford Symposium in School-Based Family Counseling and the Senior Editor of its proceedings. A member of the Center for Disaster Healing Resources and the head of Project Friendship Israel. Her research examines the structure of parents’ educational involvement and its impact on students’ school functioning, with a focus on the antecedents of parents’ educational involvement across various contexts (e.g., culture, age, class environment, and trust relationships). Her Additional research areas are multiculturalism and multilingualism in kindergartens and elementary schools. Defining the roles of homeroom teachers and adolescents’ future orientation in the context of resilience in stressful situations.
Lilach Lev Ari is an Associate Professor at Oranim College of Education. Prof. Lev Ari is the Dean of the Faculty of Graduate Studies and a lecturer. Her research interests include human migration, contemporary Jewry, ethnic identity and intercultural encounters, ethnic minorities and integration, acculturation and multiculturalism.
Lev Ari has published the following books: The American Dream–For Men Only? Gender, Immigration and the Assimilation of Israelis in the United States (2008); American Israelis, Migration, Transnationalism, and Diasporic Identity (2010; 2011 with Uzi Rebhun, English; Hebrew), and Contemporary Jewish Communities in Three European Cities: Challenges of Integration, Acculturation and Ethnic Identity (2022), as well as various publications in scientific journals such as Contemporary Jewry, The Journal of Heritage Tourism, Higher Education, Tourism Recreation Research, Journal of Multilingual and Multicultural Development and Religions.
Prof. Mila Schwartz is an associate professor in Language and Education and Head of the Language Program (M.Ed.) at Oranim Academic College of Education.
Prof. Schwartz received her first degree in Linguistics and Literature from the Pedagogical State University of Saint-Petersburg. She completed an M.A. and a Ph.D. at the University of Haifa in Learning Disabilities and Literacy Development among Bilingual and Trilingual Children. She conducted her postdoctoral studies at Ben-Gurion University, Israel (the Kreitman Foundation Fellowships) and the Ontario Institute for Studies in Education of the University of Toronto.
Prof. Schwartz’s research interests include studying language policy and models of early bilingual education; linguistic, cognitive, and socio-cultural development of early sequential bilinguals; family language policy; and bilingual teachers’ pedagogical development. In this research, she focuses on two unique populations: second-generation Russian-Hebrew speaking immigrants from the former Soviet Union and Arabic and Hebrew-speaking children enrolled in bilingual bi-national education in Israel. Prof. Schwartz has managed many research projects and published over 60 empirical papers in peer-reviewed scientific journals and book chapters.
Dr. Adva Eichengreen is a clinical psychologist, researcher, and lecturer who combines research on child psychology with social-critical thinking about disability. She is hard of hearing herself and completed her first, second, and third degrees in the psychology department at Hebrew University and coordinated the research group for disability studies at the Van Leer Institute.
Dr. Eichengreen completed a post-doctorate in the Department of Special Education and Educational Counseling at Tel Aviv University. As part of her award from the H2020 Marie Sklodowska-Curie COFUND LEaDing Fellows, she completed a post-doctorate in the Department of Developmental Psychology at Leiden University in the Netherlands.
One of Dr. Eichengreen’s projects in the Netherlands dealt with the social inclusion of children with disabilities in mainstream classes, focusing on changing the playground environment during breaks. The Center for Disability Studies at Hebrew University, among other things, supported this project.
In her research, Dr. Eichengreen collaborates with researchers from various disciplines, including psychology, computer science, architecture, and education, using innovative research methods such as wearable sensors. She is interested in how the emotional experience of children with disabilities is shaped within the broader contexts of family, education, rehabilitation, and socio-cultural contexts.
Dr. Eichengreen worked with deaf and hard-of-hearing children as well as children from south Tel Aviv during her tenure at the Mental Health Center in Jaffa and currently works at the Schneider Children’s Medical Center with children and adolescents with depression and suicidal behaviours.
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