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611 results

Article

✓ Peer Reviewed

Políticas para pessoa com deficiência e as contribuições de Freire e Montessori [Policies for people with disabilities and the contributions of Freire and Montessori]

Available from: Pontificia Universidade Católica do RIo Grande do Sul (Brazil)

Publication: Textos and Contextos (Porto Alegre), vol. 19, no. 1

Pages: e36611

Children with disabilities, Inclusive education, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., Paulo Freire - Biographic sources, Paulo Freire - Philosophy

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Abstract/Notes: Resumo A temática central deste artigo versa sobre o atendimento das Pessoas com Deficiência, busca-se deste modo inferir sobre algumas contribuições históricas a partir da pedagogia proposta por Paulo Freire e Maria Montessori. Apesar de em estudos preliminares Freire não ter tratado diretamente sobre o tema pessoa com deficiência, traz em suas obras um vasto material que dividiu barreiras entre a educação para poucos e a sua democratização. Freire (2013, p. 47) defende que a Educação é um processo em que o sujeito deve apreender através da sua vivência, não se evolui recebendo conhecimentos prontos, ou seja: “ensinar não é transferir conhecimentos, mas criar as possibilidades para a sua própria produção ou a sua construção”. Deste modo, permite-se estabelecer uma relação entre a pedagogia de Paulo Freire e a política educacional para as pessoas com deficiência, pois ambas desejam que todas as pessoas da sociedade tenham acesso à política de educação. Já a pedagogia proposta por Maria Montessori está inter-relacionada com a inclusão das pessoas com deficiência, uma vez que seus estudos inicialmente voltaram-se para a educação de crianças com deficiência intelectual.

Language: Portuguese

DOI: 10.15448/1677-9509.2020.1.36611

ISSN: 1677-9509

Report

Experiences of Montessori Guides and Administrators Supporting Students with Developmental Delays or Disabilities: Evaluating the Impact of the Ages and Stages Questionnaires Training on Montessori Guides and Administrators Supporting Students with Developmental Delays or Disabilities

Available from: Montessori 4 Inclusion (MMPI)

Children with disabilities, Developmentally disabled children, Inclusive education, Montessori method of education - Criticism, interpretation, etc.

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Abstract/Notes: Over the past several years, with support from key Association Montessori International – USA (AMI-USA) leaders, many Montessori schools have adopted the Ages and Stages Questionnaires (ASQ) as a tool to screen young children for developmental disabilities or delays, to have key conversations with parents, and to ensure children receive the support they may need. While research supports many positive benefits of using such a screener, it is less understood how Montessori guides and administrators of Montessori children perceive potential benefits or challenges of using such a tool. As such, the aims of the present evaluation study are threefold: (1) To investigate the current realities and needs of Montessori community partners in supporting students with developmental disabilities or delays. (2) To assess Montessori guide and administrator attitudes, beliefs, knowledge, skills, confidence, and self-efficacy around using universal screeners to support students with developmental disabilities or delays as well as the extent to which they believe they have requisite the tools and resources they need before and after completing an ASQ training. (3) To highlight associated benefits or challenges of implementing the ASQ training and tool as an aid for Montessori guides and administrators in supporting students with developmental disabilities or delays.

Language: English

Published: Woodsboro, Maryland, June 30, 2023

Article

✓ Peer Reviewed

Caring for People with Dementia in Residential Aged Care: Successes with a Composite Person-Centered Care Model Featuring Montessori-based Activities

Available from: ScienceDirect

Publication: Geriatric Nursing, vol. 36, no. 2

Pages: 106-110

Alzheimer's disease, Dementia, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI)

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Abstract/Notes: Person-centered models of dementia care commonly merge aspects of existing models with additional influences from published and unpublished evidence and existing government policy. This study reports on the development and evaluation of one such composite model of person-centered dementia care, the ABLE model. The model was based on building the capacity and ability of residents living with dementia, using environmental changes, staff education and organizational and community engagement. Montessori principles were also used. The evaluation of the model employed mixed methods. Significant behavior changes were evident among residents of the dementia care Unit after the model was introduced, as were reductions in anti-psychotic and sedative medication. Staff reported increased knowledge about meeting the needs of people with dementia, and experienced organizational culture change that supported the ABLE model of care. Families were very satisfied with the changes.

Language: English

DOI: 10.1016/j.gerinurse.2014.11.003

ISSN: 0197-4572

Article

Una serie di spettacoili equestri a beneficio dei People's Place [A series of equestrian shows to benefit People's Place]

Available from: Chronicling America (Library of Congress)

Publication: L'Italia (San Francisco, California)

Pages: 4

Americas, Montessori schools, North America, People's Place - Social Settlement (San Francisco, California), Social settlements, United States of America

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Language: Italian

Article

✓ Peer Reviewed

For the Classroom: Montessori and the Teacher of Children with Learning Disabilities: A Personnel Odyssey

Available from: SAGE Journals

Publication: Academic Therapy, vol. 5, no. 3

Pages: 219-221

Children with disabilities, Learning disabilities

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Language: English

DOI: 10.1177/105345127000500306

ISSN: 0001-396X

Article

Shōgaijikyōiku ni manabu / 障害児教育に学ぶ [Learning from education for children with disabilities]

Publication: Montessori Kyōiku / モンテッソーリ教育 [Montessori Education], no. 32

Pages: 12-13

Asia, East Asia, Japan

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Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220

Article

✓ Peer Reviewed

Children with Disabilities Attending Montessori Programs in the United States

Available from: University of Kansas Libraries

Publication: Journal of Montessori Research, vol. 8, no. 2

Pages: 16-32

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Abstract/Notes: Early childhood education plays a critical role in establishing positive social-emotional behaviors and promoting the development of skills needed to succeed in elementary school. Although inclusion of children with disabilities (CWD) in early childhood classrooms is increasing throughout the world, numerous social, logistical, and political factors continue to present challenges to full inclusion. The Montessori educational approach, established at the beginning of the 20th century and now applied widely throughout Europe and the United States, may present a highly suitable learning context for CWD, particularly given its historical basis in efforts to meet the needs of underprivileged and cognitively delayed children. On a theoretical level, the inclusion of CWD should be an accepted practice for Montessori programs yet reports of the number and characteristics of CWD attending Montessori programs are scarce. This paper reports upon the findings of a survey of U.S. Montessori early childhood programs’ current enrollment of CWD. The survey indicated that CWD represent 3.75% of the infant and toddler (0–3 years) population and 8.49% of the preschool/early childhood (3–6 years) population at responding institutions. Additionally, although school directors indicate that their teachers generally feel confident and competent including CWD in their classrooms, they expressed a need for ongoing professional development and additional support from special education experts to further empower the inclusion of CWD in all aspects of Montessori education.

Language: English

ISSN: 2378-3923

Article

✓ Peer Reviewed

Benefits of Good Shepherd Catechesis Among Children with Intellectual Disabilities in Kenya

Available from: Springer Link

Publication: Journal of Religious Education, vol. 66, no. 3

Pages: 225-234

Africa, Children with disabilities, East Africa, Inclusive education, Kenya, Learning disabilities, People with disabilities, Sub-Saharan Africa

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Abstract/Notes: Since Martin Luther, religious education has largely been identified with catechism that used question and answer method, particularly in the Catholic church. For a person with intellectual disability, this offers a grave difficulty in religious formation. Could there be alternatives? The present study aimed at exploring the benefits of Catechesis of the Good Shepherd (CGS) for children living with intellectual disabilities. The participants were 23 children and nine care-givers in a Catholic context in Kenya. Observation guides and interviews were used to collect data that showed that children with intellectual disabilities had the ability to spontaneously relate with the spiritual world, and in some cases, with Jesus. The findings confirmed that the CGS offers children with special needs the space, tools, and time to get in touch with the Divine through witnessing to the narrative of the Word.

Language: English

DOI: 10.1007/s40839-018-0069-5

ISSN: 2199-4625

Article

✓ Peer Reviewed

Integrating the Educational Principles of Maria Montessori in the Process of Pedagogical Support for Pupils with Learning Disabilities

Available from: EconJournals

Publication: International Review of Management and Marketing, vol. 6, no. 3S

Pages: 118-124

Asia, Children with disabilities, Eastern Europe, Inclusive education, Inclusive education, Learning disabilities, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc., People with disabilities, Russia, Special education, Western Asia

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Abstract/Notes: The purpose of the present article was to search for new ways of individual pedagogical support for primary school children with learning disabilities. The article describes the mechanisms for putting the educational principles of Maria Montessori into the system of pedagogical support for children with learning disabilities, which apply the exercises of practical life to a real social environment. The objective of the exercises was to develop universal learning activities, e.g., the ability to plan and manage a child's activity, to reflect its results, to build up communication, to encourage cognitive development.Keywords: learning disabilities, individual pedagogical support, Maria Montessori, universal learning activitiesJEL Classifications: I20; I23

Language: English

ISSN: 2146-4405

Article

✓ Peer Reviewed

Successful Applications of Montessori Methods with Children at Risk for Learning Disabilities

Available from: Springer Link

Publication: Annals of Dyslexia, vol. 42, no. 1

Pages: 90-109

Children with disabilities, Inclusive education, Learning disabilities

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Abstract/Notes: The critical elements in the Montessori philosophy are respect for the child, individualization of the program to that child, and the fostering of independence. With her research background, Maria Montessori devised a multisensory developmental method and designed materials which isolate each concept the teacher presents to the child.

Language: English

DOI: 10.1007/BF02654940

ISSN: 0736-9387, 1934-7243

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