Language: English

Published: Cleveland, Ohio: North American Montessori Teachers' Association, 1990

Language: English

ISSN: 0519-0959

Language: English

ISSN: 1054-0040

Language: English

Published: Honolulu, Hawaii, 1978

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Abstract/Notes: This study aims to identify the level of use of the Montessori curriculum by teachers of students with intellectual disabilities (ID) in elementary schools. It also aims to reveal whether there are statistically significant differences in the level of use of the Montessori curriculum by teachers according to the variables of gender, level of education, years of experience, and training they received. The study sample consisted of 304 teachers of students with ID in elementary schools in Riyadh.  The results showed that teachers of students with ID use the Montessori curriculum with a low degree. The results showed there were statistically significant differences in the responses of the study sample according to the teachers’ education levels and the number of training courses. These differences favored the study sample individuals with a higher level of education and individuals with more training courses. On the other hand, the results showed no statistically significant differences in the responses of the study sample about using the Montessori curriculum based on the teacher’s experience or gender. / Este estudo tem como objetivo identificar o nível de utilização do currículo Montessori por professores de alunos com deficiência intelectual (DI) no ensino fundamental. Pretende ainda revelar se existem diferenças estatisticamente significativas no nível de utilização do currículo Montessori pelos professores segundo as variáveis género, nível de escolaridade, anos de experiência e formação recebida. A amostra do estudo consistiu de 304 professores de alunos com DI em escolas primárias em Riad. Os resultados mostraram que os professores de alunos com DI utilizam o currículo Montessori com baixa titulação. Os resultados mostraram que houve diferenças estatisticamente significativas nas respostas da amostra do estudo de acordo com o nível de escolaridade dos professores e o número de cursos de formação. Essas diferenças favoreceram na amostra do estudo indivíduos com maior nível de escolaridade e indivíduos com mais cursos de formação. Por outro lado, os resultados não mostraram diferenças estatisticamente significativas nas respostas da amostra do estudo sobre o uso do currículo Montessori com base na experiência ou gênero do professor.

Language: English

ISSN: 1984-6754

Abstract/Notes: This paper concentrates on the Montessori philosophy and examines how this learning theory currently gives credence to cognitive processes of the mind, as suitable intervention used to the training of children with learning disabilities. Furthermore, Montessori’s system and materials in combination with the support of new technologies as well as their implementation on various kinds of Information and Communication Technologies (ICTs) have great successes regarding the support of disability and the enhancement of learning process.

Language: English

DOI: 10.3991/ijes.v5i3.7384

ISSN: 2197-8581

Language: Korean

ISSN: 1226-8836

Abstract/Notes: In this study, after executing an anti-biased picture book reading program by parents, we searched for the program's influence on the peers' acceptance of the disabled young children. We set up the experiment group and the control group out of 35 kindergarten children of 7 years old in a kindergarten in Kyungki province. After reading them some anti-biased fairy tales, one of the parents, especially mothers, who were trained as the teacher for the day, proceeded the program as planned. The first result of the study was that children in the experiment group showed more positive attitude change for the acceptance of the children with special needs than those in the control group. Secondly, there was not much difference between boys and girls in the attitude change to disabled children. As picture books illustrate a specific story by using texts and pictures, the true meaning of anti-biased picture books lies in the fact that children can develop their moral judgment and ability to self-examination through listening to the unbiased story and looking at the anti-biased pictures. At the same time, reading anti-biased picture books with parents proved itself effective as a teaching method in helping children correct some negative stereotypes and prejudice against disabled children learned by parents at home. Therefore, the people in charge of the education in the kindergarten need to understand the necessity of parents' participation and education of the parents for the purpose of understanding disabled children. Any kindergarten superintendent will need to try hard to continue the education program for the achievement of this purpose. / 본 연구는 부모참여를 통한 반편견 그림동화 읽어주기 프로그램을 실시하여 이러한 활동이 유아의 장애유아에 대한 수용태도에 미치는 영향을 탐색하였다. 연구대상은 경기도 소재 M 유치원 만 5세 유아 35명으로 실험집단과 통제집단을 구성하였고, 이들을 대상으로 부모교육을 받은 어머니 일일교사가 반편견 그림동화를 읽어준 다음 절차에 따라 프로그램을 진행하였다. 연구결과 첫째, 실험집단 유아가 통제집단 유아보다 장애수용 태도가 긍정적으로 변화되었다. 둘째, 부모참여 반편견 그림동화 읽어주기 프로그램 효과 검증 결과 유아의 성별에 따른 장애 수용태도의 변화에는 큰 차이가 없었다. 결론적으로, 그림동화는 글과 그림을 통해 상황에 대한 구체적인 내용을 전달하는 것으로, 반편견 그림동화의 의의는 그것을 보고 듣는 과정에서 유아의 도덕적 판단력과 자아 성찰적 사고 능력이 증진되는 것에 있다. 그리고 부모가 가정에서 잘못 학습된 장애유아에 대한 고정관념과 편견을 바로잡아 줄 수 있고, 유아의 친사회적 행동 및 반편견적 태도 변화에 긍정적 효과를 줄수 있는 교수매체로서 부모참여 반편견 그림동화 활용이 효과적인 것으로 판단되었다. 따라서 유치원 현장에서 장애유아 이해를 위한 부모참여 및 부모교육 필요성에 대한 관련당사자의 이해 증진이 요구된다. 아울러 이의 실천을 위해 지속적인 교육프로그램 운영을 위한 유치원장의 노력이 뒤따라야 할 것이다.

Language: Korean

ISSN: 1226-9417

Language: Korean

ISSN: 1226-9417