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Article
A Study on the Meaning of Occupational Therapy for Children with Disabilities in Montessori Education Through Work Activities / 작업활동을 통한 교육의 장애아 Montessori 작업치료로서의 의의
Available from: KOAJ - Korea Open Access Journals
Publication: 지체.중복.건강장애연구 / Korean Journal of Physical, Multiple, & Health Disabilities, vol. 57, no. 3
Date: 2014
Pages: 1-21
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Abstract/Notes: The purpose of this study was to investigate the meaning of occupational therapy for children with disabilities in Montessori education. For this, the study examined the features of work activities in Montessori education, which focused on the meaning and property, preceding principles and laws, and work level and organization of work activities. As well, the study examined the principles of concentration and normalization education, self-correction and individualized learning, sensitivity and motor education, and free activity and inter-social relationship education in Montessori education. Education for children with disabilities, especially, ADL training and occupational training considered as main contents in remedial education for people with disabilities, especially, children with multiple disabilities are particularly focused in Montessori remedial education. Children in Montessori Education not only are self-satisfied, but also do actual experience through spontaneous activities by learning motor, coordination, independence, and so on. Montessori Education has the meaning of occupational therapy, the domain of which includes functional O.T., diversional O.T., and pre-vocational O.T.. Montessori work education through activities has the function of occupational therapy mentioned above. Especially, according to the principles of Montessori work education, children with disabilities are able to learn work attitude, work behavior, and work basic function necessary for pre-vocational education through work activities. / 본 연구의 목적은 작업활동을 통한 Montessori교육의 장애아 작업치료로서의 의의를 밝히는데 있다. 이를 위하여 Montessori교육에서 작업활동의 의미와 특성, 작업활동의 선행원칙과 법칙, 작업의 단계와 조직화를 중심으로 Montessori교육에서의 작업활동의 특성을 고찰하였다. 그리고 Montessori작업활동의 원리로서 집중화 및 정상화교육의 원리, 자기교정교육 및 개별학습의 원리, 감각 및 운동교육의 원리, 자유활동 및 사회성교육의 원리를 알아보았다. Montessori 교육은 장애아 직업전 작업치료로서의 의의를 지닌다. 작업(치료)교육의 영역에는 신체의 기능증진을 위한 작업치료(fuctional O.T.), 심리재활을 위한 작업치료(divertional O.T.) 및 직업재활을 위한 작업치료(prevocational O.T.)가 있다. 활동을 통한 Montessori 작업교육은 이상과 같은 작업치료의 기능을 한다. 특히 Montessori 작업교육의 원리에 따라 장애아동들은 직업교육이전에 필요한 작업에 임하는 자세, 태도, 행동 및 작업기초 기능을 작업활동을 통해서 학습할 수 있다.
Language: Korean
Book Section
Die Indikation stationärer Verhaltenstherapie beim behinderten Kind [The indication of inpatient behavior therapy in disabled 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: 275-279
Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977)
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Language: German
Published: München: Kindler, 1978
ISBN: 3-463-00716-9
Book Section
Mehrfach und verschiedenartig behinderte Kinder in der Montessori-Kleingruppentherapie [Children with multiple and different disabilities in Montessori small group therapy]
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: 304-307
Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Montessori method of education
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Language: German
Published: München: Kindler, 1978
ISBN: 3-463-00716-9
Book Section
Entwicklungstherapie bei geistig behinderten Kindern [Developmental Therapy 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: 261-266
Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Montessori method of education
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Language: German
Published: München: Kindler, 1978
ISBN: 3-463-00716-9
Book Section
Münchener Funktionelle Entwicklungsdiagnostik als Basis der Münchner Entwicklungstherapie [Munich functional developmental diagnostics as the basis of Munich developmental therapy]
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: 250-255
Conferences, Europe, Germany, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977), Western Europe
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Language: German
Published: München: Kindler, 1978
ISBN: 3-463-00716-9
Book Section
Praktische Hinweise zur Montessori-Einzeltherapie [Practical information on Montessori individual therapy]
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: 296-299
Children with disabilities, Conferences, International Montessori Congress (18th, Munich, Germany, 4-8 July 1977)
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Language: German
Published: München: Kindler, 1978
ISBN: 3-463-00716-9
Article
Tambroni, La Ooforoterapia nelle Malattie Nervose e Mentali (recensione) [Tambroni, Oophorotherapy in Nervous and Mental Diseases (review)]
Publication: Rivista Quindicinale di Psicologia, Psichiatria, Neuropatologia: ad uso dei medici e dei giurusti, vol. 1, no. 4
Date: 1897
Pages: 60-61
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Language: Italian
Article
Therapy on Hand
Available from: The Times Educational Supplement Historical Archive - Gale
Publication: The Times Educational Supplement, no. 4625 (London, England)
Date: Mar 11, 2005
Pages: 26-26
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Abstract/Notes: Introduces the guidance and gadgets available in the Special Needs Village of England. Launch of Montessori Schools Association; Offer of a range of specialist services and resources at St. Vincent's School for the Blind and Partially Sighted; Introduction of the New Advocate family of digital-recording communication aids for people with speech disabilities from Toby Churchill.
Language: English
ISSN: 0040-7887
Article
Occupational Therapy and Current Educational Trends
Publication: The Montessori Magazine: A Quarterly Journal for Teachers, Parents and Social Workers (India), vol. 2, no. 4
Date: Oct 1948
Pages: 225-234
Child development, Montessori method of education, Occupational therapy
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Language: English
Doctoral Dissertation
Prevention of Violent Behaviors Through Attachment Via a Play Therapy and Montessori Program
Available from: ProQuest - Dissertations and Theses
Americas, Caribbean, Latin America and the Caribbean
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Abstract/Notes: A primary intervention program for preschoolers is designed with the objective of preventing the emergence of violent behaviors. By developing attachment to a play therapist and participating in a Montessori preschool program, the child at risk is helped to shape adaptive behaviors. The child born to low socio-economic and harsh family conditions is in peril of becoming aggressive, and in danger of developing pathological behaviors or behavior disorders. By designing a program that targets the ages when the child begins to make social contacts outside the home the possibility of influencing normal social skill is enhanced. This intensive program will take place for ages 3–6, during three consecutive scholastic calendar years in addition to fostering development of self-control and other positive social behaviors, the child is expected to be cognitively ready for formal school learning at the end of the intervention program.
Language: English
Published: Miami, Florida, 1999