Abstract/Notes: Montessori educators view inclusion as an integral component of the method, as Maria Montessori’s first classrooms were designed to provide sensory stimulation and learning experiences for students deprived of these opportunities due to perceived disabilities. Much has been written on how Montessori’s work began with disabled children and work is underway in Montessori education to include disabled children more seamlessly. This chapter traces the chronology of inclusion in Montessori pedagogy and practice beginning with its historical underpinnings and continuing with a discussion of contemporary practice with a focus on Early Childhood (ages 3 to 6).

Language: English

Published: New York, New York: Bloomsbury Academic, 2023

ISBN: 978-1-350-27561-4 978-1-350-27560-7 978-1-350-27562-1

Series: Bloomsbury Handbooks

Abstract/Notes: O presente trabalho de conclusão de especialização constitui-se como um estudo de caso que se propôs a investigar uma escola montessoriana, buscando identificar aspectos dessa proposta pedagógica que estão em sintonia com a inclusão escolar, para verificar se o referido método empregado hoje, favorece o trabalho pedagógico em uma perspectiva inclusiva. As seguintes questões orientaram esta pesquisa: Como acontece o processo de inclusão de alunos com necessidades educacionais especiais em uma escola montessoriana? Quais pontos da proposta pedagógica montessoriana estão em sintonia com a inclusão escolar? Como acontece a avaliação do sujeito nessa proposta metodológica? Para este estudo foi utilizada para coleta de dados entrevista estruturada com uma professora de uma escola montessoriana de Porto Alegre/RS. Além disso, foi utilizado um questionário respondido por esta mesma educadora e a observação em uma das turmas desta instituição onde estudava um aluno com transtorno global do desenvolvimento. A partir desse estudo é possível afirmar que o método construído por Maria Montessori apresenta aspectos que estão em sintonia com a proposta da educação inclusiva e que são utilizados ainda hoje nas escolas montessorianas, tais como: o respeito à individualidade dos alunos; o desenvolvimento da autonomia; o educador como mediador do conhecimento e não como figura central no processo de ensino-aprendizagem; o acompanhamento diário do processo de aprendizagem dos alunos através do registro de observações em sala de aula; o planejamento de aulas e atividades com base nesses registros tendo em vista as necessidades dos educandos. Com base nisso, foi possível constatar que estes aspectos presentes no método montessoriano desde sua proposição permanecem atuais e estão em sintonia com a perspectiva educacional inclusiva, uma vez que esta metodologia demanda currículo e avaliação flexíveis, consideração dos diferentes ritmos, das potencialidades e das necessidades de cada aluno. [The present specialization completion work constitutes a case study that proposed to investigate a Montessori school, seeking to identify aspects of this pedagogical proposal that are in line with school inclusion, to verify whether the referred method used today, favors the pedagogical work in an inclusive perspective. The following questions guided this research: How does the inclusion process of students with special educational needs happen in a Montessori school? Which points of the Montessori pedagogical proposal are in line with school inclusion? How does the evaluation of the subject happen in this methodological proposal? For this study, a structured interview with a teacher from a Montessori school in Porto Alegre/RS was used for data collection. In addition, a questionnaire answered by this same educator and observation in one of the classes of this institution where she studied a student with pervasive developmental disorder was used. Based on this study, it is possible to state that the method constructed by Maria Montessori presents aspects that are in line with the proposal of inclusive education and that are still used today in Montessori schools, such as: respect for the individuality of students; the development of autonomy; the educator as a knowledge mediator and not as a central figure in the teaching-learning process; the daily monitoring of the students' learning process through the recording of observations in the classroom; the planning of classes and activities based on these records, bearing in mind the needs of the students. Based on this, it was possible to verify that these aspects present in the Montessori method since its proposal remain current and are in line with the inclusive educational perspective, since this methodology demands flexible curriculum and evaluation, consideration of different rhythms, potentialities and needs of each student.]

Language: Portuguese

Published: Porto Alegre, Brazil, 2012

Language: German

Published: Münster, Germany: Lit, 2010

ISBN: 978-3-643-10740-4 3-643-10740-4

Series: Impulse der Reformpädagogik , 28

Abstract/Notes: The purpose of the present work was to foster positive socialization in a multilevel group of a Montessori elementary school comprised by 20 students between 9 and 12 years old and many students with Special Education Needs. Positive socialization refers to the group of behaviors to aid the more vulnerable and concern for the others (Rudolph, 2000). It is important to nurture these behaviors during the school age since this is the stage where students require them to foster healthy coexistence and cooperation, as well as respect for differences and diversity among peers, which is closely related to educational inclusion, which premise is to make a school for all, for which the creation of spaces where coexistence and differences acceptance are nurtured taking into account the needs of each student (Romera, 2008). The Elementary Education Syllabus in Mexico mentions the inclusion principle, which emphasizes the teaching of values, attitudes and behaviors towards helping the others (Secretary of Public Education, 2011). Under this perspective, a traditional empirical quantitative applied field study was conducted. The design was of only one group, with two pretest-posttest measurings in which also 5 teachers participated in the group activities. The group was assessed in Positive socialization by means of the Socialization Battery BAS-3 by Silva and Martorell (1987) which defines a child’s profile by five factors. The pretest results indicated five subjects obtained a scoring below the mean value in the Concern for the others scale, this meant the subjects had little social sensitivity or concern for others. In addition, the Inclusive Practices in the Classroom Evaluation Guideline in its observation and self-report version by Garcia, Romero and Escalante (2009) was applied, which allowed to measure the levels of educational inclusion in the group. The results determined that four teachers obtained a scoring below the mean value in the planning area scale. Based on the pretest results obtained from both instruments, an intervention program was designed based on the Cooperative play proposal by Garaigordobil (2004), to foster prosocial behaviors, while the decision taking according to the students’ needs were worked with the teachers. At the end of the intervention, a posttest was applied to the group and the results indicated a significant increment in the positive socialization, especially, the behaviors towards helping the others in the students with the lowest scores from the pretest; teachers planning also improved to achieve a more inclusive environment in the group. The results were validated with the non-parametric Wilcoxon test using the Statistical Package for the Social Sciences (SPSS) software.

Language: English

Published: Barcelona, Spain: International Academy of Technology, Education and Development (IATED), 2016

Pages: 7934-7941

DOI: 10.21125/edulearn.2016.0741

ISBN: 978-84-608-8860-4

Language: German

Published: Freiburg im Breisgau, Germany: Herder, 2015

ISBN: 978-3-451-32895-4

Series: Montessori-Praxis (Herder)

Runtime: 27 minutes

Language: English

Published: Cleveland, Ohio, n.d.

Abstract/Notes: A Head Start program in Southeast Georgia, teachers were struggling to provide appropriate services to students with special needs (SWSN) in inclusive settings. The purpose of this study was to explore Head Start teacher descriptions of their roles and the barriers that inhibit implementation of inclusive education for SWSN. McKenzie and Zascavage’s model of inclusion formed the conceptual framework that guided this study. The research questions for this study addressed teacher descriptions of their roles and the barriers that inhibit the implementation of inclusive teaching strategies. A basic qualitative design was used to capture the insights of 12 purposefully selected Head Start inclusion teachers through semi structured interviews. Themes were identified through open coding. The trustworthiness of the study was established through member checking, rich and detailed descriptions, and researcher reflexivity. The findings revealed that Head Start teachers are challenged in the role of teaching SWSN, and they need time and resource support to prioritize learning needs of this special population and additional training to improve instructional strategies. This study has implications for positive social change through the identification of strategies to overcome the challenges faced by Head Start teachers in inclusive classrooms and the identification of resources and training needs to improve the quality of services provided by Head Start teachers for the benefit of SWSN.

Language: English

Published: Minneapolis, Minnesota, 2022

Abstract/Notes: This study project was designed to study the effectiveness of implementations to aid in the successful inclusion of special needs students in a Montessori elementary classroom. This study also looked at the impacts that inclusion has on special-needs students. This study took place in a small Montessori upper elementary classroom of fourth through sixth grade in the southern United States. The implementations included self-control building, self-regulating and calming activities, Grace and Courtesy lessons, team building activities and oral reading, discussions and journal entries of Wonder (Palacio, 2012) Data was collected using student journals, an observational tally, researcher’s field journal, discussion notes and parent pre mid and post surveys The findings indicate there is a correlation of use of the implementations and a reduction of inappropriate interactions. It is recommended that future studies focus on a larger subject base as well as a more longitudinal period of implementations and data collection.

Language: English

Published: St. Paul, Minnesota, 2020

Abstract/Notes: [...]by making your school or classroom inclusive, you have the very amazing power to change those numbers. Because these aren't just statistics we are talking about-these are the lives of people. [...]setting your students up for success in life means teaching them that all people, even people who don't look like they do, identify how they identify, or love how they love, should be given the same respect, love, and rights as all human beings. Because even if you don't have queer children or families in your school community, your children will have them in their lives, and it is our job to teach our children how to be kind, loving, and accepting individuals. [...]they may be far less likely to be accepting and loving toward those people. Since children are naturally inclined to conform to what they see around them, we as educators need to do our hest to hreak existing gender stereotypes and provide children with varied narratives about who they can be-so that they are able to find reflections of themselves in their culture.

Language: English

ISSN: 1054-0040

Abstract/Notes: Together, they recognized the need for a text that would address inclusion in Montessori classrooms-a text that would "represent a variety of voices: public and independent Montessori schools, teachers and school leaders, researchers and teacher-educators" (2020, p. IX). Directors and teachers in independent and public schools will find a wealth of information about developing inclusive environments, fostering relationships with families of struggling children, and implementing techniques to support children with disabilities as well as children who have experienced trauma. The love and courage the leaders of these Montessori programs display is inspiring, and their efforts to include all children in their schools can serve as a model for us all.

Language: English

ISSN: 1054-0040