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Book Section

Die Montessori-Methode und ihre Anwendung bei geistig behinderten Kindern [The Montessori method and its application in mentally handicapped children]

Book Title: Die Montessori-Pädagogik und das behinderte Kind: Referate und Ergebnisse des 18. Internationalen Montessori Kongresses (München, 4-8 Juli 1977) [The Montessori System and the Handicapped Child: Papers and Reports of the 18th International Montessori Congress (Munich, July 4-8, 1977)]

Pages: 144-155

Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Montessori method of education, Special education

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Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Article

Montessori: The Original D.A.P.? [Developmentally Appropriate Practice]

Publication: PNMA Newsletter

Pages: 4

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Abstract/Notes: Presentation at Washington Association for the Education of Young Children. Newsletter of the Pacific Northwest Montessori Association (Kirkland, Washington).

Language: English

Article

Az alternatív pedagógiák mint esély és kihívás az értelmileg akadályozottak gyógypedagógiájában [Alternative pedagogies as an opportunity and a challenge in the special education of the mentally handicapped]

Available from: National Széchényi Library

Publication: Gyógypedagógiai Szemle, vol. 37, no. 2-3

Pages: 129-140

Alternative education, Children with disabilities, Developmentally disabled children, Montessori method of education, Special education

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Abstract/Notes: A Maria Montessori nevével fémjelzett pedagógiai irányzat nem ismeretlen a külföldi és hazai pedagógia számára. Jelen cikk a Montessori módszer gyógypedagógiai gyökereinek bemutatására törekszik és ez által a gyógypedagógiai szempontú alkalmazásra kíván rávilágítani. A gyakorlatban sok Montessori-intézmény több éve végez sikeres integrációt és ma már Magyarországon is mûködnek gyógypedagógiai adaptációi a módszernek. A cikk a Montessori -gyógypedagógia gyakorlati eredményeit is bemutatja a 2008-ban végzett kutatási eredményekre támaszkodva. [The pedagogical trend marked by the name of Maria Montessori is not unknown to foreign and domestic pedagogy. This article seeks to present the special pedagogical roots of the Montessori method and thus to highlight its application in special pedagogical terms. In practice, many Montessori institutions have been successfully integrating for several years, and special educational adaptations of the method are already operating in Hungary today. The article also presents the practical results of Montessori special education based on the results of research conducted in 2008.]

Language: Hungarian

ISSN: 0133-1108, 2732-3668

Book

Montessori: A Therapeutic Tool for the Mentally Retarded Child

Children with disabilities, Developmentally disabled children, Inclusive education, Montessori method of education

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Language: English

Published: [Washington, D.C.]: [s.n.], 1966

Article

A Hellbrugge-féle Fejlődésrehabilitációs Központban járva... Montessori-terápia - pedagógusszemmel / The Montessori Method for Rehabilitation of Mentally Retarded Children

Available from: Arcanum Digitális Tudománytár

Publication: Gyermekgyógyászat, vol. 48, no. 2

Pages: 173-177

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Abstract/Notes: Authors report on their own experiences gained in the Institute for Developmental - Rehabilitation (Munich) founded and evolved by professor Hellbrügge. They are convinced that the introduction of the worldwide expanding Hellbrügge’s idea and system would result in a huge progress improving many Hungarians’ health - and social problem.

Language: Hungarian

ISSN: 0017-5900

Report

Ungraded Primary Programs: Steps toward Developmentally Appropriate Instruction

Available from: ERIC

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Abstract/Notes: This volume presents case studies of 10 ungraded primary programs. Also discussed are the obstacles, accomplishments, advantages, and disadvantages of ungraded primary programs experienced by the faculties of these schools; their recommendations for future implementation; and the literature on multi-age grouping and ungraded primary programs. Case studies were used to: (1) illustrate concepts, procedures, and materials being used by schools that had initiated ungraded primary programs; (2) provide contact information for these schools so that other educators could call on them for assistance; and (3) assess commonalities in effective ungraded primary programs. Each case study of an ungraded primary program describes the philosophy and goals, and program background and implementation. Each program's practices regarding grouping and organization, curriculum and instruction, student assessment, and remediation and enrichment, are described. In addition, the teacher's role, the

Language: English

Published: Washington, D.C., Apr 1991

Conference Paper

Responses to Guidelines for Developmentally Appropriate Practice for Young Children and Montessori

Available from: ERIC

Annual Meeting of the National Association for the Education of Young Children (Nov 13-16, 1986)

Early childhood education, Montessori method of education

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Abstract/Notes: Three central components of the Montessori method are described and shown to be reflected in the National Association for the Education of Young Children's (NAEYC) guidelines for developmentally appropriate curricula. NAEYC guideline 1C states, "Teachers prepare the environment for children to learn through active exploration and interaction with adults, other children, and materials"; this is a statement of a basic Montessori principle. A second Montessori principle concerning "sensitive periods" is reflected in the entire body of the NAEYC guidelines. A third principle common to both Montessori practice and the NAEYC guidelines is the idea of the teacher as an observer. It is concluded that, if early childhood educators intend to follow the NAEYC guidelines, they will be behaving very much like Montessori teachers. (RH)

Language: English

Published: Washington, D.C.: NAEYC, Nov 14, 1986

Pages: 12

Article

✓ Peer Reviewed

Environmentally Enriched Classrooms and the Cognitive and Perceptual Development of Negro Preschool Children

Available from: APA PsycNet

Publication: Journal of Educational Psychology, vol. 63, no. 1

Pages: 15-21

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Abstract/Notes: Evaluated the effects of placing additional equipment in preschool classrooms on the cognitive and perceptual development of 123 Negro preschool children. Students were randomized into 6 experimental and 6 control classes. Pre- and post-tests of the Stanford-Binet IQ, Wechsler Preschool and Primary Scale of Intelligence Performance IQ, and 4 subtests of the Illinois Test of Psycholinguistic Abilities were administered. Both desirable and undesirable effects resulted from the environmental enrichment. Results suggest that certain claims about the cognitive and perceptual value of play materials should be reconsidered.

Language: English

DOI: 10.1037/h0032249

ISSN: 0022-0663, 1939-2176

Article

Reinvigoration: Teachers Took the Lead in Rejuvenating an Established Program [J.J. Hill Montessori, St. Paul, Minnesota]

Publication: Public School Montessorian, vol. 10, no. 4

Pages: 19

Public Montessori

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Language: English

ISSN: 1071-6246

Article

What Will Happen to My Child After Montessori?

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

Publication: Public School Montessorian, vol. 11, no. 1

Pages: 1, 25-27

Public Montessori

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Language: English

ISSN: 1071-6246

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