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51 results

Article

✓ Peer Reviewed

Analyzing the Selected Eurofit Test Batteries of the Children with Down Syndrome and Autism in the Age Range of 12-16 and Receiving Montessori Education

Available from: ERIC

Publication: African Educational Research Journal, vol. 10, no. 4

Pages: 439-446

Autism in children, Children with disabilities, Montessori method of education - Evaluation, Secondary education

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Abstract/Notes: It is aimed in this study to analyze the effects of the Montessori education method on children with Down syndrome and autism having special training who have received and not received Montessori education through the Eurofit test batteries selected for motor skills and physical fitness. A total of 20 male children with Down syndrome and autism in the age range of 12 to 16 and receiving and not receiving Montessori education at two different special education and rehabilitation centers in Kayseri were included in the study. The treatment group included a total of 10 children, 5 with Down syndrome and 5 with autism, and the control group of 10 children, 5 with Down syndrome and 5 with autism. While the volunteers included in the treatment group received Montessori education, those included in the control group received a traditional education. In the study, the volunteers performed the selected Eurofit tests including flamingo balance, plate tapping, sit and reach, handgrip and standing long jump tests. When the results of the Eurofit test batteries of the treatment and control groups were examined, plate tapping and standing long jump test results were found significant in the comparison of the pretest and posttest of the treatment group (p < 0.05). In the pretest and posttest comparison of the control group students, a significant difference was determined in the sit and reach test (p < 0.05). In the posttest comparison of the control and treatment groups, a statistically significant difference was determined between the pretest and posttest measurements of the plate tapping and between the pretest and posttest measurements of the standing long jump (p < 0.05). In the pretest comparison of the control and treatment groups, no statistically significant difference was found between the pretest and posttest of flamingo balance, pretest and posttest of plate tapping, pretest and posttest of sit and reach, pretest and posttest of standing long jump and pretest and posttest of handgrip measurements of the control and treatment groups (p > 0.05). Consequently, the use of Montessori education materials supports the big and small muscle groups of children with disabilities since most of them learn about an object through touch. In our study, when some activity and motor skills of the children with down syndrome and autism in the special rehabilitation school that uses the Montessori education method were analyzed, it was observed that there was an improvement in their physical activities and some motor skills according to the results of plate tapping, standing long jump and sit and reach tests. It is recommended that education programs can be prepared by using Montessori Approach as part of the education programs applied in preschool education institutions and that they can be used more widely together with traditional education programs.

Language: English

DOI: 10.30918/AERJ.104.22.074

ISSN: 2354-2160

Master's Thesis

Case Studies of Two Down's Syndrome Children Functioning in a Montessori Environment

Available from: ERIC

Children with disabilities, Developmental disabilities, Down syndrome, Inclusive education, Montessori method of education

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Abstract/Notes: Presented are case histories of two Down's Syndrome (Mosaic form) 6- and 10-year-old girls who attended regular Montessori classes. General characteristics of Down's Syndrome and other retarded children are reviewed and compared with the two girls' growth and development (according to Piaget's proposed stages). The Montessori emphasis on sensorial activities and on individual freedom to choose tasks is seen to enhance the retarded child's development. Analyzed are the girl's progress in such skill areas as language, reading, and math. The children are said to be functioning in Piaget's preconceptual and intuitive stages. Emphasized is the need for an approach which includes raised social and academic expectations along with instruction in independence and self-direction. An appendix lists suggested Montessori materials and activities for handicapped children.

Language: English

Published: Dayton, Ohio, 1974

Article

Getting the Lowdown on the Slowdown

Publication: NAMTA Journal, vol. 33, no. 2

Pages: 178–185

North American Montessori Teachers' Association (NAMTA) - Periodicals

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Language: English

ISSN: 1522-9734

Doctoral Dissertation (D.S.W.)

Evidence Based Social Skills Interventions for Young Children with Asperger's Syndrome and the Montessori Educational Method: An Integrative Review

Available from: University of Pennsylvania Libraries

Asperger's syndrome in children, Autism in children, Children with disabilities, Montessori method of education - Evaluation, People with disabilities

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Abstract/Notes: Asperger’s Syndrome (AS) is a medically recognized disorder on the Autism Spectrum. One in 88 children age eight are diagnosed with AS (National Institute of Neurological Disorders and Stroke, 2014). A key feature of AS is a deficiency in social skills. In the past ten years five main types of social skills interventions have been researched for their impact on young children with AS. Data suggest these treatments help children with AS acquire social skills. More research is needed on the types of learning environments that incorporate or lend themselves to utilizing these types of social skills interventions. One potential model, the Montessori Method of education was initially designed to teach children with significant developmental, social, and educational disabilities, with an intentional focus on individualized learning and socialization. To date, the potential overlap between empirically supported interventions to teach social skills to children with AS and the Montessori Method of education has not been researched. A comprehensive literature review was conducted to compare five researched interventions for social skill acquisition in children with AS with the Montessori Method of education. Findings suggest that of these five interventions, three bear significant resemblance to the Montessori Method of education while the other two do not. Implications and recommendations for parents, teachers, educational administrators, and social workers and other mental health practitioners who assist children with AS are provided.

Language: English

Published: Philadelphia, Pennsylvania, 2014

Article

Sex-Related Syndromes

Available from: University of Connecticut Libraries - American Montessori Society Records

Publication: The Constructive Triangle (1974-1989), vol. 10, no. 4

Pages: 11–17, 19

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Language: English

ISSN: 0010-700X

Article

✓ Peer Reviewed

Beobachtungen zum Spiel- und Sprachverhalten bei Jungen mit Fragilem-X-Syndrom im frühen Kindesalter [Observations on play and speech behavior in boys with Fragile X syndrome in early childhood]

Available from: Hogrefe

Publication: Zeitschrift für Kinder- und Jugendpsychiatrie und Psychotherapie, vol. 27, no. 3

Pages: 175-181

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Abstract/Notes: Zusammenfassung: Jungen mit Fragilem-X-Syndrom weisen im Schul- und Jugendalter charakteristische Merkmale des körperlichen Erscheinungsbildes, der Entwicklung und des Verhaltens auf. Es werden vorläufige Beobachtungen an zehn Jungen im frühen Kindesalter mitgeteilt. Im Vergleich zu den Befunden bei älteren Kindern sind schwere kognitive Behinderungen und kommunikative Auffälligkeiten seltener. Im Spielverhalten in einer Montessori-Übungssituation zeigen Jungen mit dieser genetischen Besonderheit sehr wohl die Fähigkeit zu gezieltem und kooperativem Spiel, aber weniger Ausdauer und Selbstorganisation bei zielgerichteten Tätigkeiten. Die Unterschiede sind signifikant im Vergleich zu nicht-behinderten Kindern bzw. Kindern gleichen Behinderungsgrades, aber anderer Behinderungsursache und als Merkmale des Verhaltensphänotyps bei Jungen mit fragilem-X-Syndrom zu verstehen. [Summary:Boys with Fragile X syndrome show characteristic features of physical appearance, development and behavior in school and adolescence. Preliminary observations on ten boys in early childhood are reported. Compared to the findings in older children, severe cognitive disabilities and communicative abnormalities are less common. In play behavior in a Montessori exercise situation, boys with this genetic peculiarity do show the ability for targeted and cooperative play, but less perseverance and self-organization in targeted activities. The differences are significant compared to non-disabled children or children of the same degree of disability, Play and communicative behavior in young boys with fragile-X syndrome Summary: Reports on development and behavior in boys with fragile-X syndrome support the idea of ​​a characteristic behavioral phenotype in this special population. Preliminary results are presented for 10 boys with fragile-X syndrome in early childhood. Severe mental handicaps and communicative abnormalities are observed less frequently than was expected on the basis of results reported for school-age children or adults. Boys with fragile-X syndrome show goal-directed and cooperative play behaviors in a Montessori play session, but less persistence and organization than children with normal development or a mental handicap of heterogeneous origin. Results confirmed these behavioral differences as characteristic aspects of a "behavioral phenotype" in children who already in early childhood have fragile-X syndrome.]

Language: German

DOI: 10.1024//1422-4917.27.3.175

ISSN: 1422-4917

Article

✓ Peer Reviewed

Early Development of Children with Williams Syndrome

Available from: PubMed Central (National Library of Medicine)

Publication: Genetic Counseling, vol. 10, no. 2

Pages: 141-150

Children with disabilities, Inclusive education, People with disabilities, Williams syndrome

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Abstract/Notes: Developmental observations in ten young children with Williams syndrome (1-6 years old) are presented from developmental tests, symbolic play sessions and play sessions with a special educator following the non-directive Montessori approach. There is a considerable individual variability in performance. Overall, the children are engaged in goal-directed activities for more than 35% of the time during play sessions. Overactivity and distractability seem to be more age-dependent and situation-specific than thought before. Developmental interventions may include play sessions following the Montessori approach. PMID: 10422007

Language: English

ISSN: 1015-8146

Article

✓ Peer Reviewed

Physical and Developmental Phenotype Analyses in a Boy with Wolf-Hirschhorn Syndrome

Available from: PubMed Central (National Library of Medicine)

Publication: Genetic Counseling (Geneva, Switzerland), vol. 16, no. 1

Pages: 31-40

Children with disabilities, Inclusive education, Wolf-Hirschhorn syndrome

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Abstract/Notes: Wolf-Hirschhorn syndrome (WHS) is a rare genetic condition with characteristic facial traits, organ malformations, functional impairment and developmental delay due to partial short arm monosomy of chromosome 4. Although several hundreds of cases have been published to date, a systematic collection of its clinical symptoms and anthropological traits is missing in the literature, and reports on abilities and needs of children with WHS are scanty. Results of detailed physical and developmental phenotype analyses in a 1 10/12-year-old boy with monosomy 4p15.2-pter are presented. Physical analyses were based on systematic data acquisition. They disclosed a total of 32 clinical symptoms and 46 anthropological traits. Developmental analyses were based on the child's interactive play in an environment structured according to Montessori principles. They disclosed a total of 44 abilities and a number of needs to be satisfied by the environment for the support of the child's psychic and intellectual growth. While the physical phenotype is important for the diagnostic process, the developmental phenotype is essential for parental counseling. PMID: 15844776

Language: English

ISSN: 1015-8146

Article

Montessori - A Special Education: The Autistic Spectrum: Autism, Asperger Syndrome (AS) and Semantic Pragmatic Disorder (SPD) - A Practical Montessori Response

Available from: Casa Vera Montessori School

Publication: Montessori International

Asperger's syndrome in children, Autism in children, Children with disabilities, Inclusive education

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Language: English

ISSN: 1470-8647

Article

Addressing the Challenging Behavior of Children with High-Functioning Autism/Asperger Syndrome in the Classroom

Publication: Montessori International, vol. 71

Pages: 40

Asperger's syndrome in children, Autism in children, Children with disabilities, Inclusive education, People with disabilities

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Abstract/Notes: rev. of book by this title by Rebecca A. Moyes

Language: English

ISSN: 1470-8647

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