For faster results please use our Quick Search engine.
Advanced Search
Search across titles, abstracts, authors, and keywords.
Advanced Search Guide.
Article
Integrated Edcuaton of Healthy Children and Children with Multiple and Variable Disorders
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1981, no. 1/2
Date: 1981
Children with disabilities, Inclusive education, Montessori method of education, Montessori schools, Special education
See More
Language: English
ISSN: 0519-0959
Article
Aktion Sonnenschein–Integrated Education of Healthy Children and Children with Multiple and Variable Disorders
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1981, no. 1/2
Date: 1981
Pages: 29
See More
Language: English
ISSN: 0519-0959
Article
What's Eating Our Children: Eating Disorders in Young Children
Publication: Tomorrow's Child, vol. 1, no. 5
Date: Oct 1993
Pages: 8–9
See More
Abstract/Notes: An interview with Darlene M. Atkins
Language: English
ISSN: 1071-6246
Article
Montessori and Children with Autism Spectrum Disorders
Publication: NAMTA Journal, vol. 33, no. 2
Date: 2008
Pages: 68–75
Autism in children, Children with disabilities, Inclusive education, Montessori method of education, North American Montessori Teachers' Association (NAMTA) - Periodicals
See More
Language: English
ISSN: 1522-9734
Article
When Sensory Sensitivity Requires Intervention: Assessment and Treatment of Sensory-sensitive Children
Available from: ProQuest
Publication: Montessori Life, vol. 29, no. 3
Date: Fall 2017
Pages: 38-43
See More
Abstract/Notes: In other words, observers must look at the sensory stimuli in a given environment at the time a behavior occurs (Williamson & Anzalone, 2001). [...]diagnosis requires extensive observation of a child across multiple environments over time. Over time and with frequent reinforcement, a child can demonstrate growth in a range of areas and behaviors as a result of a successful course of therapy; for example, a child experiencing numerous hypersensitivities might show improvements in motor planning, more participation in activities with peers, more flexibility in eating a variety of foods, and/or less fear related to gross-motor activities (Schaaf & Nightlinger, 2007). If these techniques are utilized consistently, OTs believe student behaviors and performance can improve in many concrete, measurable areas, ranging from general attention, focus, and behavior to self-calming, quality of academic work, fine-motor skills (including handwriting), and memory retention. [...]OTs also emphasize the importance of consistent, ongoing communication between therapists, parents, and teachers of children who are receiving SI therapy, in order to maximize the benefit of therapy and provide reinforcement of therapy techniques across a child's daily environments.
Language: English
ISSN: 1054-0040
Article
Influences of Multisensory Experience on Subsequent Unisensory Processing
Available from: University of California eScholarship
Publication: Frontiers in Psychology, vol. 2
Date: 2011
Pages: Article 264
See More
Abstract/Notes: Multisensory perception has been the focus of intense investigation in recent years. It is now well-established that crossmodal interactions are ubiquitous in perceptual processing and endow the system with improved precision, accuracy, processing speed, etc. While these findings have shed much light on principles and mechanisms of perception, ultimately it is not very surprising that multiple sources of information provides benefits in performance compared to a single source of information. Here, we argue that the more surprising recent findings are those showing that multisensory experience also influences the subsequent unisensory processing. For example, exposure to auditory-visual stimuli can change the way that auditory or visual stimuli are processed subsequently even in isolation. We review three sets of findings that represent three different types of learning ranging from perceptual learning, to sensory recalibration, to associative learning. In all these cases exposure to multisensory stimuli profoundly influences the subsequent unisensory processing. This diversity of phenomena may suggest that continuous modification of unisensory representations by multisensory relationships may be a general learning strategy employed by the brain.
Language: English
ISSN: 1664-1078
Article
The Effects of the Montessori Sensory Education on Sensory Ability Development of the Children with Disability / 몬테소리 감각 교육이 장애아의 지각 향상에 미치는 영향
Publication: 韓國肢體不自由兒敎育學會誌 重複·肢體不自由兒敎育 / Korean Journal of Physical and Multiple Disabilities, vol. 40
Date: 2002
Pages: 213-231
See More
Language: Korean
ISSN: 1226-8836
Article
Supporting Sensory-Sensitive Children in a Sensory-Intensive World
Available from: ProQuest
Publication: Montessori Life, vol. 29, no. 1
Date: Spring 2017
Pages: 34-39
Children with disabilities, Inclusive education, Sensory disorders in children, Sensory integration dysfunction in children
See More
Abstract/Notes: For American children with educational challenges, the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (or DSM-5) (American Psychiatric Association, 2013), is critically important because inclusion of a disorder in the DSM-5 allows for treatment and support to be paid for by the child's public school district if it interferes with his or her educational achievement. Early parent observation of sensory differences is often a child's first reported sign of autism, occurring as early as 9-12 months of age (Murray-Slutsky & Paris, 2000; Baranek, 2002). * Sensory profiles can distinguish among children with autism, children with ADHD, and children without those diagnoses (Tomchek & Dunn, 2007; Yochman, Parush, & Ornoy, 2004). * Well-developed sensory integration has strong correlation with academic achievement and cognitive processing. Early detection and management of sensory challenges can tie to predicting later academic performance deficits (Parham, 1998; Koenig & Rudney, 2010). * In a review of studies examining links between SI and ADHD, sensory-motor abilities of children with ADHD were lower than those of a control group. Other literature examines connections with disorders ranging from fragile X syndrome, mood disorders, behavioral disorders, and nonverbal learning disabilities (NVLD) to physically based conditions, such as premature birth, prenatal drug exposure, cerebral palsy/spina bifida/ Down syndrome, language delay, and other learning disabilities, as well as environmentally caused deficits, including abuse, neglect, or trauma.
Language: English
ISSN: 1054-0040
Article
The Education of Normal Children Together with Children Suffering from Various and Multiple Handicaps
Publication: Communications (Association Montessori Internationale, 195?-2008), vol. 1976, no. 1/2
Date: 1976
Pages: 18–28
Children with disabilities, Inclusive education, Theodor Hellbrügge - Speeches, addresses, etc., Theodor Hellbrügge - Writings
See More
Abstract/Notes: Lecture given in Frankfurt, Germany, 1975
Language: English
ISSN: 0519-0959
Article
Children’s Preference for Real Activities: Even Stronger in the Montessori Children’s House
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 4, no. 2
Date: 2018
Pages: 1-9
Americas, Montessori method of education - Evaluation, North America, United States of America
See More
Abstract/Notes: In the United States, children are often given the opportunity to engage in pretend activities; many believe this kind of play benefits children’s development. Recent research has shown, though, that when children ages 4 to 6 are given a choice to do the pretend or the real version of 9 different activities, they would prefer the real one. The reasons children gave for preferring real activities often concerned their appreciation of the functionality; when children did prefer pretend activities, their reasons often cited being afraid of, not allowed to, or unable to do the real activity. Given that children in Montessori classrooms have more experience performing real, functional activities, in this study we asked if this preference for real activities is even stronger among children in Montessori schools. We also asked children to explain their preferences. The data are from 116 3- to 6-year-old children (M = 59.63 months, SD = 12.08 months; 68 female): 62 not in Montessori schools and 54 in Montessori schools. Children explained their preferences for pretendand real versions of 9 different activities. Children in Montessori schools preferred real activities even more than did children in other preschools, but all children explained their choices in similar ways. The implications of these results are discussed with regard to play in preschool classrooms.
Language: English
ISSN: 2378-3923