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Article
Inclusive Education for Exceptional Children in Egypt and the US: Reforming Egyptian Inclusive Education System in Post-pandemic World
Available from: Knowledge E Publishing
Publication: Gulf Education and Social Policy Review (GESPR), vol. 3, no. 2
Date: 2023
Pages: 318-344
Africa, Americas, Educational change, Egypt, Inclusive education, Middle East, Montessori method of education - Criticism, interpretation, etc., North Africa, North America, United States of America
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Abstract/Notes: Inclusive education means that exceptional children (EC) can fully participate in the learning process alongside their typically developing peers, supported by reasonable accommodations and teaching strategies that are tailored to meet their individual needs. The main goal of inclusion policies for EC is to provide high-quality education for all without discrimination and to ensure the implementation of equal opportunity principles. The primary purpose of this study is to explore the reality of inclusive education systems in Egypt and the United States (US) and to develop a better understanding of similarities and differences and thus identify the lessons learned. The study applied a comparative analysis method. Research findings revealed that the progress towards inclusion practices in Egyptian inclusive public schools is minimal and hindered by many challenges. Among them are lacking financial resources and a shortage of qualified teachers trained to differentiate curricula for EC. Based on the research findings, the study concludes with recommendations to improve the Egyptian inclusive education for EC.
Language: English
DOI: 10.18502/gespr.v3i2.12617
ISSN: 2709-0191
Book Section
Montessori Lectures on Special Education: Summary of Lectures by Maria Montessori on Special Education to Teachers Attending the State Orthophrenic School in 1900
Available from: Books to Borrow @ Internet Archive
Book Title: Montessori and the Special Child
Pages: 201-224
Children with disabilities, Europe, Inclusive education, Italy, Maria Montessori - Biographic sources, Maria Montessori - Speeches, addresses, etc., Reginald Calvert Orem - Writings, Southern Europe, Special education
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Language: English
Published: New York: Capricorn, 1970
Article
Cosmic Education as a Parent Education Tool
Publication: Parenting for a New World (AMI/USA), vol. 11, no. 2
Date: Mar 2002
Pages: 1-3
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Language: English
Article
Montessori Education and Environmental Education Walk Hand-in-Hand
Publication: The National Montessori Reporter, vol. 24, no. 3
Date: 2000
Pages: 6–9
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Language: English
Book
Early Childhood Education in Nigeria: Proceedings of the International Seminar on Early Childhood Education, Zaria, 4-8 July, 1983
Africa, Nigeria, Sub-Saharan Africa, West Africa
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Abstract/Notes: Proceedings of the Internationa Seminar on Early Childhood Education, held in Zaria [Nigeria], 4-8 July, 1983. "Organised by the Institute of Education, Ahmadu Bello University in Collaboration with the London Montessori Institute"--Title page verso. Early childhood education at the crossroads in Nigeria / Emmanuel U. Emovon (17 p.). -- Montessori philosophy in early childhood education / Sandra Nash Petrek (22 p.). -- Cultural roots of the child's moral and intellectual growth in Africa / Etim N. E. Udoh (40 p.). -- Implications of Piagetan theory to elementary education in Nigeria / O. M. Onibokun (24 p.). -- Headstart : assumptions and curriculum models--what relevance for Nigeria? / Eileen B. Wilson (20 p.). -- Classroom pedagogy: a case for the development of critical thinking / Rodney Burton (32 p.). -- Childhood education in Nigeria: A study of Ilorin schools / S. O. Medahunsi (32 p.). -- Day in a pre-school: A Nigerian experience / Kathleen Kano (20 p.). Early childhood education in two cultures: The U.S.A. and the Jamaican experience / Anne Lou Blevins (45 p.). -- Traditional factors in African education / D. O. Adewoye (27 p.). -- Moral development in the child through Christian education / J Idowu-Fearon (18 p.). -- Educating the teachers of children / Grace Alele Williams (19 p.). -- Child, the teacher and the classroom with relation to nursery education / Fola A. Fagbohun (16 p.). -- Child's socialization in Islam / Zainab Said Kabir (31 p.). -- Environment and the education of the child / J. M. Ibiwoye (24 p.). -- Environment and the education of the child / A. B. Ayanniyi (15 p.). -- Bilingualism in early childhood education in Nigeria: Problems and possibilities / Theresa T. Imasuen (15 p.). -- Comparative study of the role expectations of children's needs in the Carribean and Nigeria / S. U. Compton-Adegbite (15 p.). -- Teacher and the child with special educational needs / Karen Odock (13 p.). -- Special education for pre-primary children: Intervention and remediation / C. A. Sam (26 p.). -- Theory and practice of educating maladjusted children in Nigeria / J. A. Shindi (18 p.). -- Children with special educational needs: The case of bilingual children / R. A. Chijioke (30 p.).
Language: English
Published: Zaria, Nigeria: Institute of Education, Ahmadu Bello University, 1983
Book
India, Democracy and Education: A Study of the Work of the Birla Education Trust
Available from: Internet Archive
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Language: English
Published: Bombay, India: Orient Longmans, 1955
Conference Paper
mLearning in Primary Education: An Online Teacher Training Proposal Based on Montessori Education Principles
Available from: IATED Digital Library
12th International Conference on Education and New Learning Technologies
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Abstract/Notes: Mlearning is learning through digital mobile environments, making it possible to acquire, interrelate and share new knowledge through mobile devices. There is a consensus on the growth of the use of these devices for different educational actions. According to Sarrab, Elgamel & Aldabbas (2012), there are different recreational and pedagogical uses based on mlearning. According to De Araújo Junior et al (2019), these uses are based on the possibility of combining more than one methodology and learning strategies in line with students’ learning characteristics and needs. To this end, mlearning seeks to integrate learning theories, especially constructivist and behavioral theories to also create collaborative working environments (Crompton, Burke & Gregory, 2017). The greatest advantage of mlearning is the possibility of it being applied pedagogically beyond the school environment, with the participation of families and with various proposals for interaction between teacher-student, student-student, and teacher-student-families. This whole range of possibilities has created a new field of study. By overcoming the design approach on mlearning environments and their different effects (Devinder Singh & Zaitun, 2006), a new line of research is becoming relevant: the role of teachers and their training in the use of this technology. Sanchez-Prieto & Hernández García (2019) point out that despite its advantages, the number of teachers using this technology is still very limited. A bibliographic review of 7 scientific articles related to the use of mlearning in primary classes within different educational contexts identified that teachers still lack, not only technical and/or pedagogical but also comprehensive training, making it difficult for them to become familiar with this technology and applying it as another teaching tool in their primary classes. Considering the needs found regarding digital teacher competence, the basis of digital interaction between teacher-student-families and the assessment, selection, and design of didactic contents, this study is an integral part of the Koulu I +D project (Mobile learning in primary education) number ID19-XX-003, aims to present a proposal for teacher training taught within an online learning environment. It does so regarding the basis, application and use of mlearning in primary classes based on the principles of Montessori education: personal choice of the student, collaborative learning, self-direction, the teacher as a guide and learning by discovery. To this end, the training model is based on these points to guide the work using mlearning by considering the characteristics and needs of primary education, regardless of the tool’s typology. The training proposal is based on providing the necessary teaching knowledge to conduct the pedagogical work at the comprehension, application and assessment levels of mlearning in primary classes. The training was designed as an online format to overcome the first barrier for some teachers: the use of technology. The defined points of training to meet the demands of the application in primary classes are: Digital teacher competence, Montessori and Mlearning Pedagogy, Pedagogical tools and the possibilities of primary education and mlearning Assessment in primary education.
Language: English
Pages: 7979-7983
DOI: 10.21125/edulearn.2020.2004
ISBN: 978-84-09-17979-4
Article
A Comparative Study Between Montessori Education and Ecology Education / 몬테소리 교육프로그램과 생태교육프로그램에 관한 비교연구
Available from: RISS
Publication: Montessori교육연구 [Montessori Education Research], vol. 11
Date: 2006
Pages: 17-34
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Language: Korean
ISSN: 1226-9417
Book
Die progressive Erziehungsbewegung: Verlauf und Auswirkung der Reformpädagogik in den USA [The Progressive Education Movement. Developments and Effects of Progressive Education in the United States]
Americas, Educational change, Montessori method of education - Criticism, interpretation, etc., Montessori movement, Progressive education - Criticism, interpretation, etc., United States of America
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Language: German
Published: Hannover, Germany: Hermann Schroedel, 1977
ISBN: 978-3-507-38230-5
Series: Bildungsproblem in der Geschichte des europäischen Erziehungsdenkens , 2
Article
The Reform of Education During and After Adolescence: The Erdkinder: A Scheme for a Reform of Secondary Education
Publication: Bulletin of the Association Montessori Internationale, vol. 2, no. 1
Date: 1939
Pages: 3-23
Adolescence, Educational change, Erdkinder, Maria Montessori - Philosophy, Maria Montessori - Writings, Montessori method of education, Secondary education
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Language: English