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40 results

Thesis

Autism in Early Childhood Education Montessori Environments: Parents' and Teachers' Perspectives

Available from: Auckland University of Technology - Institutional Repository

Australasia, Australia and New Zealand, Autism, Special education, Children with disabilities, Montessori method of education, New Zealand, Oceania, Parent and child, Parent-teacher relationships, Special education, Teacher-student relationships

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Abstract/Notes: There is very little research about children with Autism in Montessori early childhood education in Aotearoa New Zealand. This study examined parents’ and teachers’ perspectives of children with Autism attending Montessori early childhood education environments. This thesis documents literature that explores and critiques Montessori philosophy and the teaching of children on the Autism spectrum. The purpose of this study was to gain insights into the Montessori teaching approach in early childhood education, as a supportive environment for children with Autism in the early years. However, I discovered that the Montessori environment is less than ideal if the teachers do not understand Autism Spectrum Disorder and do not make allowances for the symptoms that present themselves. It was my intention to explore the factors that complemented both Montessori and the support of children with Autism with an approach that is conducive to learning and encourages positive behavioural patterns. The findings revealed three main indicators being identified as important. These were social competence, language and communication, and individual interests and sensory implications. However, not all findings were positive. The parents all agreed that the teachers needed to be flexible and understanding in their approach, and many Montessori teachers are strict in their routine and are not prepared to sway from their teaching method to assist a child with Autism. This study suggests that Montessori early childhood teachers would benefit from professional development in the areas of including children with special needs, particularly Autism Spectrum Disorder, particularly in regards to understanding the unique characteristics of children with Autism and how they can effectively use the Montessori philosophy, equipment and prepared environment to support each child’s learning and development. Suggestions for future professional learning for Montessori teachers include the provision of professional development in including children with “special needs”, particularly Autism Spectrum Disorder for Montessori early childhood teachers. It is not only the Montessori philosophy and the prepared environment that supports the child with Autism, but the teacher’s awareness of the child’s needs and a willingness to be flexible in their approach.

Language: English

Published: Auckland, New Zealand, 2015

Article

De l’autisme en cascades [Cascading autism]

Available from: CAIRN

Publication: Journal de la psychanalyse de l'enfant, vol. 10, no. 2

Pages: 189-233

Autism in children, Children with disabilities, Inclusive education, People with disabilities

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Abstract/Notes: L’histoire de l’autisme connaît une actualité brûlante qui requiert l’attention partagée du clinicien. Cette historiographie complexe poursuit son écriture de l’autisme en cascades à mesure du travail d’archives et de l’analyse critique des textes originaux. Se précisent ainsi les concepts sur lesquels s’appuie la clinique des auteurs dès les origines de la psychiatrie de l’enfant. Les débats scientifiques s’en nourrissent à chaque époque afin d’aboutir à un état de l’art renouvelé où l’autisme reste une construction conceptuelle organisatrice de la psychiatrie de l’enfant et de l’adolescent. [The history of autism involves a burning issue that requires attention from clinicians. This complicated historiography continues the writing on cascading autism alongside archival work and textual criticism. Since the origins of child psychiatry, theoreticians’ practice has leaned on even-sharper clinical concepts, which have fed scientific debates over time, resulting in a renewed state of the art. Autism remains an organizing conceptual entity of child and adolescent psychiatry in statu nascendi.]

Language: French

DOI: 10.3917/jpe.020.0189

ISSN: 0994-7949

Master's Thesis (M. Health Studies)

Montessori and Autism: An Interpretive Description Study

Available from: Athabasca University - Institutional Repository

Autism in children, Children with disabilities, Inclusive education

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Abstract/Notes: The rates of autism have increased dramatically in the last decade and more research is being conducted to find ways in which to help individuals diagnosed with autism, to function at their optimal developmental level. Montessori education, which has its origins in special education, has shown positive results in typically developing children and youth in the acquisition of cognitive and social skills. Montessori teachers who have practical experience working with a range of children on the autism spectrum were chosen for this study in order to learn from their teaching techniques. This is an area in which there is minimal research. In this research I asked the question “How do Montessori teachers adapt Montessori methods with children diagnosed with ASD?” An interpretive description methodology focused on the specific modifications participant teachers applied to the Montessori method when working with this identified group of students. This methodology will provide practical applications for Montessori teachers who do not have experience with children with ASD, as well as providing information for parents who are trying to decide whether or not to put their children with ASD in a Montessori learning environment. Keywords: autism, ASD, Montessori, interpretive description

Language: English

Published: Athabasca, Alberta, 2016

Article

Montessori Pedagogika i Autizam [Montessori Pedagogy and Autism]

Available from: Hrčak - Portal of Croatian scientific and professional journals

Publication: Varaždinski učitelj: digitalni stručni časopis za odgoj i obrazovanje, vol. 3, no. 3

Pages: 75-81

Autism, Autism in children, Montessori method of education, Special education

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Abstract/Notes: Različiti pedagoški sustavi i filozofije podučavanja djeci na jedinstveni način omogućuju stjecanje znanja i jačanje jakih područja. Jedno on njih je i Montessori pedagogika koja naglašava individualnost djeteta i koja se temelji na razvojnim potrebama djeteta. Njena značajka jest strukturirano okruženje u kojem se djeca ili učenik susreće s materijalima odnosno pomagalima pomoću kojih se stvaraju različita okruženja. Upravo to pripremljeno okruženje i strukturirani materijali slijede osobine djece sa smetnjama autističkog spektra. Svrha članka je prikazati značajke Montessori pedagogike i osobine odnosno funkcioniranje djece sa smetnjama autističkog spektra i na konkretnom primjeru odrediti zajedničke značajke. [Different pedagogical systems and philosophies of teaching children in a unique way enable the acquisition of knowledge and the strengthening of strong areas. One of them is Montessori pedagogy which emphasizes the individuality of the child and which is based on the developmental needs of the child. Its feature is a structured environment in which children or students encounter materials or aids that create different environments. It is this prepared environment and structured materials that follow the characteristics of children with autism spectrum disorders. The purpose of the article is to present the features of Montessori pedagogy and the characteristics and functioning of children with autism spectrum disorders and to determine common features on a concrete example.]

Language: Croatian

ISSN: 2623-7237

Article

Montessori: A Promising Practice for Young Learners with Autism Spectrum Disorder

Available from: ProQuest

Publication: Montessori Life, vol. 31, no. 4

Pages: 38-47

Autism in children, Children with disabilities, Inclusive education

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Abstract/Notes: The National Center for Montessori in the Public Sector (n.d.) estimates that 5,000 Montessori programs, including more than 500 public schools, serve students in the United States. Though no statistics have been compiled on the number of children with autism in Montessori settings, children with autism comprise 9% of children and youth served through the Individuals with Disabilities Education Act (The United States Department of Education, National Center for Education Statistics, 2016). [...]the Centers for Disease Control and Prevention (2014) states that the number of children with autism spectrum disorder (ASD) is increasing. Research comparing preschool-age children in Montessori learning environments with children in nonMontessori settings showed higher scores on math and literacy assessments for the Montessori children, as well as social skills, problem solving, and fine motor coordination (Lillard, 2012; Bhatia, Davis & Shamas-Brandt, 2015).

Language: English

ISSN: 1054-0040

Article

Autism and Montessori: Old Wisdom, New Ideas

Publication: NAMTA Journal, vol. 18, no. 1

Pages: 141-150

Autism in children, Children with disabilities, Inclusive education, ⛔ No DOI found

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Abstract/Notes: Explains autism and discusses the effects of autism on one autistic boy. Describes Children as Teachers, a reverse mainstreaming project in which children in the regular Montessori classes volunteered to interact with autistic children. The natural structure of the Montessori classroom, where there is a purpose and a time for everything, is ideal for autistic children. (PAM)

Language: English

ISSN: 1522-9734

Article

Communication Board as a Montessori Apparatus in Teaching Mathematics to Autism Students

Available from: Ukrainian Journal of Educational Studies and Information Technology

Publication: Ukrainian Journal of Educational Studies and Information Technology, vol. 7, no. 3

Pages: 25-31

Asia, Australasia, Autism in children, Europe, Indonesia, Mathematics education, Montessori materials, People with disabilities, Southeast Asia

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Abstract/Notes: The research of mathematics teachers and instructors is still focused on normal students. Students with special needs are often ruled out. In fact, they also need to learn mathematics. Mathematics is a very basic subject and must be mastered by everyone, including students with special needs. This research is intended to apply mathematics learning to autism students by using communication boards as a Montessori apparatus. Communication is chosen because autistic students have a visual learning style. Furthermore, the learning method is done with Montessori because it takes the concept of learning with the environment, in accordance with the main purpose of learning for autism students to be able to live independently and be empowered in the community. The study used the descriptive qualitative method. According to the research results several Montessori apparatuses have been chosen used including visual schedules, visuals to structure the environment, visual scripts, a visual rule reminder, the visual task analysis, and a choice board.

Language: English

DOI: 10.32919/uesit.2019.03.03

ISSN: 2521-1234

Article

Rules, Routines and Reasons: The 3Rs of Autism

Publication: Montessori International, vol. 80

Pages: 36–37

Autism in children, Children with disabilities, Inclusive education

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Language: English

ISSN: 1470-8647

Article

Autism: A Reality of the 21st Century Classroom [Montessori and Applied Behavioral Analysis]

Publication: Public School Montessorian, vol. 19, no. 4

Pages: 16

Autism in children, Children with disabilities, People with disabilities, Public Montessori

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Language: English

Article

A Montessori Approach to Autism

Publication: NAMTA Journal, vol. 34, no. 2

Pages: 65-72

Autism in children, Children with disabilities, Inclusive education, People with disabilities

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Language: English

ISSN: 1522-9734

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