Photo courtesy of the Hattie Friedland School for the Deaf
1981
At the Hattie Friedland School for the Deaf, communication opens a world of possibility. Within a shared learning environment that brings together Jewish, Muslim, and Christian students, deaf and hard-of-hearing young people discover new ways to express themselves, connect with others, and imagine their futures. Through specialized education and therapeutic support, the school transforms barriers into pathways toward confidence, independence, and fuller participation in the world.
Deafness can often be associated with barriers to communication, difficulty navigating a world designed for hearing people, and the risk of social isolation. For deaf and hard-of-hearing children these challenges can begin early, affecting language acquisition, education, and confidence in everyday interactions. Yet deafness does not define a child’s potential. This belief stood at the heart of Marjorie Cowan’s vision when she founded the Hattie Friedland School for the Deaf in Jerusalem in memory of her mother. One of the first schools of its kind in the city to welcome both Jewish and Arab students, the school was established on the belief that deaf and hard-of-hearing children deserve not only specialized support, but the opportunity to grow, learn, and thrive within a nurturing and inclusive environment. Today, it continues to equip students with the skills, language, and self-assurance needed to move confidently through the wider world.
The school operates under the auspices of the Alliance – Kol Israel Haverim, established to provide specialized education for children with hearing impairments, with ongoing annual support from the Irving & Marjorie Cowan Family Foundation. The school ensures that deaf and hard-of-hearing students receive a full elementary and high school education alongside the therapeutic and communication support they require. Today the school serves approximately ninety students ages 6 through 21. Many of the children face additional challenges, including developmental disorders, autism spectrum conditions, or cerebral palsy, and nearly all come from families with limited financial means. To address these needs, the school maintains an exceptionally supportive learning environment, with a student-to-staff ratio that approaches one to one. Teachers work alongside classroom aides, speech therapists, occupational therapists, and other specialists to ensure that each student receives individualized attention. Academic learning is closely integrated with language development and therapeutic support, helping students build communication skills while progressing through a full curriculum adapted to their abilities.
One of the most distinctive aspects of the school is the community that forms within its classrooms. Students come from Jewish, Muslim, and Christian families and speak different native languages at home. Yet within the school these differences recede. What unites the students is their shared experience of deafness and the visual and tactile forms of communication through which they connect with one another. In this environment, barriers of language, religion, and culture give way to a shared reality that allows children to learn, play, and grow together. The result is a rare educational space in which diversity is not simply accommodated but naturally integrated through a common mode of communication and understanding.
The Jerusalem Foundation has played an important role in supporting the school’s development over many years. Its early assistance enabled the purchase of essential equipment for classrooms and therapy spaces. Beginning in 1990 the Foundation expanded its involvement, helping to upgrade facilities, improve educational resources, and support enrichment programs. Among these initiatives was the hiring of an Arabic-speaking speech therapist who could work closely with Arab students and their families. The Foundation also supported extracurricular activities such as swimming, judo, and educational outings that broaden students’ experiences beyond the classroom. In 1993 it funded the installation of a playground for the school, later renovated in 2005, creating a safe and accessible space where students can interact, play, and develop social confidence.
Through its specialized educational framework, therapeutic support, and inclusive community, the Hattie Friedland School for the Deaf offers far more than academic instruction. It provides children with the tools to communicate, to build confidence in themselves, and to navigate the wider world with independence. By the time students leave the school, they carry with them not only an education but a foundation for life. Equipped with language, skills, and self-assurance, graduates are prepared to continue their studies, pursue meaningful work, and take their place in society as capable and independent individuals.
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