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

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040

Abstract/Notes: Southern Ute Head Start, Ignacio, Colorado

Language: English

ISSN: 1054-0040

Abstract/Notes: Maria Montessori's worldview, shaped at least in part by her extensive travels and her experiences during World War II, compelled her to speak of peace and cooperation among nations. Though in today's world people can communicate instantly via fax, e-mail, and cell phones, and have the ability to circumnavigate the globe in a matter of days, they often find that understanding and empathy arise from daily contact with people whose customs and languages may be foreign, but whose daily struggles and hopes and dreams are not so different at all. In this article, the author describes her experiences that may attest to that very Montessori spirit. Living with two Ukrainian exchange students to train to be Montessori elementary teachers, the author was surprised by their limited vocabulary and difficulty conjugating verbs. However, they were able to discover similarities, by means of exchanging views and slowly their communication and cultural barriers began to diminish and opened the door to sharing cultures and experience.

Language: English

ISSN: 1054-0040

Language: English

Abstract/Notes: In this article, the author discusses how institutions have not yet made significant inroads toward equipping young people to deal with the problems of the times in which they live. Montessori wrote frequently about the need to create a kind of practical education that would address this issue. The author discusses the possible dangers of using celebrities to market Montessori education. It is possible that educators fuel the likelihood of creating more expectations for students to live up to, rather than possibilities to live into. Montessori suggested that paving the way for "Valorization of the Personality" allows educators to guide students discover their authentic selves. The characteristics of valorization are joy, selflessness, optimism, confidence, dignity, self-discipline, initiative, helpfulness, ability to work with others, and good judgment. The author revisits the ways in which educators can nurture these characteristics in schools, with their students, and with one another as adults.

Language: English

ISSN: 1054-0040

Abstract/Notes: A year ago, I was asked to think about peace education at the Secondary level. In each plane, developmental aspects serve to lay the groundwork for the next plane-beginning with the growth of focus and concentration and joy in work, and then, in the Elementary years, a fascination with the intricate nature of things, and next, at the Adolescent level, a sense of community and a love of humanity. While Montessori education continues to be validated by studies in education and developmental psychology, the Montessori Method is still the only game in the world of education when it comes to having both a specific, scaffolded, spiraling approach to education and a clear vision and mission for peace. The main task is not to learn the method, but to open to a new way of life for the child. [...]it is necessary for the teacher to have an inner preparation.

Language: English

ISSN: 1054-0040

Abstract/Notes: This article describes the Language Center Montessori School in Chapel Hill, North Carolina, where students are learning in a language-immersion Montessori environment. The school offers a choice to parents--Spanish immersion or French immersion--but Montessori comes with both. The school's motivation for promoting bilingualism is to improve communication across cultural boundaries, and to promote peace, respect, and an appreciation of diversity. Though bilingualism may increase cognitive development, this is not the school's driving force. It wants to foster a generation of "cultural ambassadors" who can build bridges across cultures. It also wants to create a new generation of peacemakers who value tolerance, diversity, and hope, and who effect change at home and across borders.

Language: English

ISSN: 1054-0040

Language: English

ISSN: 1054-0040