6 ר‡ל ˘ - י ˜ ון ‡ייז ˙ נ ˘ 2025 Drawing on professional experience in special education and work with the “Shalva” organization, the article discusses and demonstrates how movement, play, and motor coordination contribute to the development of communication skills and create opportunities for achievement. Field-based examples, including the integration of augmentative and alternative communication methods, illustrate how physical activity fosters a sense of belonging, strengthens self-con dence, and promotes cognitive development. The article further reviews the health, social, and emotional bene ts of participation in sport, emphasizing the signi cance of accessibility and the application of a strengths-based approach that highlights abilities rather than limitations. It concludes by framing physical training as a universal language and an e ective vehicle for fostering community integration and inclusion. Enhancing Communicative Competence in Adolescents Using the “Efshar Lomar” Communication Boards: Insights from Light’s (1989) Model and the Dynamic AAC Goals Framework Yael Goldstein The article presents a therapeutic group for adolescents using the “Efshar Lomar” communication boards (developed by Sharon Shacham in collaboration with the Omer Center, and featured in Grid Hebrew Boards). The framework is grounded in Light’s (1989) Model of Communicative Competence, addressing linguistic, operational, social, and strategic domains. Group goals were de ned using Dynamic AAC Goals, an assessment tool based on Light’s model, which enables setting personalized targets and tracking progress. Findings highlight the value of peer learning, shared tools, and supportive environments in building con dence and social identity. Life Preparation Day – A Schoolwide Program for Students with Intellectual Disabilities Ayelet Ben-Nun, Michal Sigal & Riki Klein This article presents and evaluates the e ectiveness of the Life Preparation Day curriculum in Agam school in Ra’anana. The interdisciplinary, schoolwide program designed for students aged 6–21 with moderate to low intellectual disabilities (ID) and co-occurring conditions such as rare syndromes, autism spectrum disorder (ASD), and physical disabilities. The program aims to prepare students for work and community participation by o ering meaningful work experiences, strengthening self-e cacy, fostering self-monitoring, and building connections with the community. Grounded in the frameworks of Quality of Life (Schalock et al., 2008) and Normalization (Wolfensberger, 2002), the program promotes independence, social involvement, and emotional and material well-being (e.g., leisure and employment). The curriculum follows a spiral, age-appropriate structure and is organized into eight “work enterprises” that progressively increase in complexity across age
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