Abstract/Notes: This study aims to identify the level of use of the Montessori curriculum by teachers of students with intellectual disabilities (ID) in elementary schools. It also aims to reveal whether there are statistically significant differences in the level of use of the Montessori curriculum by teachers according to the variables of gender, level of education, years of experience, and training they received. The study sample consisted of 304 teachers of students with ID in elementary schools in Riyadh.  The results showed that teachers of students with ID use the Montessori curriculum with a low degree. The results showed there were statistically significant differences in the responses of the study sample according to the teachers’ education levels and the number of training courses. These differences favored the study sample individuals with a higher level of education and individuals with more training courses. On the other hand, the results showed no statistically significant differences in the responses of the study sample about using the Montessori curriculum based on the teacher’s experience or gender. / Este estudo tem como objetivo identificar o nível de utilização do currículo Montessori por professores de alunos com deficiência intelectual (DI) no ensino fundamental. Pretende ainda revelar se existem diferenças estatisticamente significativas no nível de utilização do currículo Montessori pelos professores segundo as variáveis género, nível de escolaridade, anos de experiência e formação recebida. A amostra do estudo consistiu de 304 professores de alunos com DI em escolas primárias em Riad. Os resultados mostraram que os professores de alunos com DI utilizam o currículo Montessori com baixa titulação. Os resultados mostraram que houve diferenças estatisticamente significativas nas respostas da amostra do estudo de acordo com o nível de escolaridade dos professores e o número de cursos de formação. Essas diferenças favoreceram na amostra do estudo indivíduos com maior nível de escolaridade e indivíduos com mais cursos de formação. Por outro lado, os resultados não mostraram diferenças estatisticamente significativas nas respostas da amostra do estudo sobre o uso do currículo Montessori com base na experiência ou gênero do professor.

Language: English

ISSN: 1984-6754

Language: English

ISSN: 0040-7887

Abstract/Notes: Patent.

Language: French

Date of issue: 1921-01-22

Language: English

Published: Amsterdam, The Netherlands: Montessori Pierson Publishing Company, 2017

ISBN: 978-90-79506-28-6

Series: The Montessori Series , 13

Volume: 2 of 2

Language: English

Abstract/Notes: Includes a postscript by J.C.L. Godefroy.

Language: English

Language: English

Language: German

Abstract/Notes: The aim of the current research is to review and criticize the educational model of Maria Montessori and its results in the field of intellectual education of children. In this research, in addition to familiarizing with his intellectual foundations and its result in the intellectual education of the child, it has been tried; Let's get acquainted with the criticism of this model. In terms of approach, this research is among qualitative research, and in terms of analytical method, and in terms of information gathering method, it is a library. The target sample of research is the books and articles related to the Montessori model and the opinions of the students and teachers of the master's degree in history and philosophy of education at Allameh Tabatabai University. In order to collect information, a questionnaire and interviews with students and teachers have been used. In order to analyze the findings using thematic analysis method, the basic and organizing codes and finally the comprehensive code were obtained in two separate networks under the title "Positive features of the Montessori model" and "Results of the Montessori educational model on children's intellectual education". Came. As a result of examining this educational model, it is possible to point out its milestones such as the design of various tools and attention to developing the senses. In addition to these positive points, criticism has been added to this educational model such as fattening the individuality of children and not paying attention to social participation and emphasizing sensory development.

Language: English

Abstract/Notes: This is an article from Montessori Education, a Japanese language periodical published by the Japan Association Montessori.

Language: Japanese

ISSN: 0913-4220