Language: English

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Abstract/Notes: This study focused on helping students with learning disabilities to improve their listening comprehension and acquire early reading skills of decoding, reading and understanding what a word and two- or -three-word phrases say. Since reading at the advanced stage involves comprehension of sentences and paragraphs, in this study, building the foundation of reading at the word level is the logical place to start. With that skill in place, combining words into a phrase and understanding what it means will be the next step. Meanwhile, helping the students understand what was read to them through questioning builds their listening comprehension skills, which will be a great help in reading comprehension once the students have advanced enough to read sentences and paragraphs. The target group used for this study included six 1st graders with learning disabilities, who had difficulties with reading and comprehending. These 1st graders with learning disabilities were not taught one-on-one due to large class size. They had no knowledge of phonics. They could not relate the sounds they heard to the letters of the alphabet. The curriculum-based assessment (CBA) model was the alternative assessment model that was used to assess the students. The 12-week intensive study focused on two variables: a dependent variable and an independent variable. The dependent variable was reading at the word and phrase level, and the independent variable was word sound, blending vowels, consonant blending, and consonant and vowel blending. The scientific methodology was the single subject model, a 1-minute assessment. Each student was assessed for 1 minute each day for 3 days. The results of the assessment were used to determine the baseline before the intervention implementation. This methodology is also known as "AB Design." AB refers to a two-phase design, the baseline phase and the intervention phase. The intervention phase was introduced after the baseline phase was established and recorded in data format. Intervention data were recorded as well. The data collected were graphed in two phases. The results showed that the students were able to learn how to read and acquire comprehension within the 12 weeks. The reading strategies that were used in this study were based on Montessori's methods, which is a methodology in learning how to decode words which leads to automatic reading. These strategies are being used in Montessori schools throughout Dade County public schools, but not particularly with special education students. The results of this study were positive.

Language: English

Published: Cincinnati, Ohio, 2003

Abstract/Notes: This research aims to understand the influence of pedagogical methods in the design of schools, focusing on inclusive schools. The type of research will be a qualitative one through theoretical analysis. The result is an architectural design project for a school for Down Syndrome students in Mexico City taking into consideration the design tools identified in the research. This project has an personal meaning for me as the school to be designed is my brother’s current school. To achieve this aim, we are going to deep dive into four pedagogical methods, their characteristics, and their origins. We will then study their influence and reinterpretation in school architecture around the world through case studies. After that, we will look at the identification of key characteristics from these methods that can help create a more inclusive school. Finally, we will apply the findings to the design of a real school. Despite the advanced knowledge in materials, technology, and architectural theories, the school’s design is still developing. At the moment, many schools are being built without real thought of the design and its effects on the users, being this a problem since school design is crucial in an adequate learning experience. During the first half of the last century, more specifically during the war era, there was an enormous advance in the pedagogical field in European countries such as Austria and Italy mostly influenced by the emergence of educational psychology theories such as “constructivism”. In this research, we are going to focus on three pedagogical methods born in that era, the followings: Montessori (Italy), Reggio Emilia (Italy,) and Waldorf (Germany). Although these methods have different approaches, they all rely on students’ autonomy, the decentralization of authority, and a balanced and holistic worldview. Pedagogy is also highly influenced by its environment regardless of socioeconomic and sociocultural circumstances therefore a proper setting of spaces is key. This relation is not new and can be seen with Henry Barnard who in 1849 wrote “School Architecture”, one of the first school construction manuals which are taking into account pedagogical methods in the building of learning spaces. Throughout the years, specialized architecture manuals for schools such as the Montessori’s one has been created and the design methods have migrated and been applied throughout the globe. Examples of this are Waldorf’s “Family School” in Costa Rica by Arkitito Arquitetura, Oficina umauma & Luiza Gottschalk, the Reggio Emilia’s “Tellus Nursery School” in Sweden by Tham & Videgård Arkitekter and the Montessori’s “Delft Montessori School” by Herman Hertzberger in Holland. The methods have been proven to work well especially in the developmental stages of kids, proving to be effective not only for the conventional student but also for the intellectually disabled ones. When it comes to inclusive education, is quite a new topic for society. In the past, having a disability meant being put in an asylum, psychiatric hospital, or institution with barely or no education. It is until the middle of the last century and with the emergence of human rights together with the development of the pedagogical methods above mentioned, that disabled people started to have a voice in the education system and therefore a place in the classroom. Inclusive education means integrating disabled students into all the events of a classroom through the exercising of their autonomy and a surrounding with an adequate level of stimuli (such as light or color). This can be achieved by the right application of the pedagogical methods in the design phase of the school. For example, the Montessori’s accessible furniture or the Reggio Emilia’s natural lighting. In conclusion, thanks to the evolution of pedagogy and its application to architecture, we are and will witness the development of both, more inclusive schools and highly inclusive spaces in which students (disabled and non-disabled) can better coexist. The analysis of pedagogy is fundamental to building more inclusive schools and through this research, we aim to better understand its methods to apply them to a real case study. / Questa ricerca mira a comprendere l'influenza della pedagogia nella progettazione delle scuole, puntando sull'inclusività. Il tipo di ricerca sarà di tipo qualitativo attraverso un analisi pedagogica teorica. Il risultato finale è un progetto architettonico su una scuola per studenti con Sindrome di Down a Città del Messico prendendo in considerazione gli strumenti individuati nella ricerca. Questo progetto ha un significato personale per me perché mio fratello è al momento uno studente presso quella scuola. Per raggiungere questo obiettivo, ci addentreremo profondamente in quattro metodi pedagogici, le loro caratteristiche e le loro origini. Ne studieremo poi l'influenza e la reinterpretazione nell'architettura scolastica di tutto il mondo attraverso case studies. A seguire, esamineremo le caratteristiche delle architetture pedagogiche che possono aiutare a creare una scuola più inclusiva. Infine, applicheremo i risultati a la progettazione di una vera scuola. Nonostante le avanzate conoscenze sui materiali, tecnologia e teorie architettoniche, in generale il design delle scuole è ancora in via di sviluppo. Al momento, molte scuole sono in costruzione senza un vero pensiero al design e ai suoi effetti sugli utenti. Questo risulta essere un problema dal momento che il design della scuola è cruciale in un'adeguata esperienza di apprendimento. Durante la prima metà del secolo scorso, ci fu un enorme progresso nel campo pedagogico nei paesi europei i quali furono maggiormente influenzati dall'emergere dell'istruzione di teorie psicologiche come il “costruttivismo”. In questa ricerca, ci concentreremo su tre metodi pedagogici nati in quell'epoca, i seguenti: metodo Montessori (Italia), metodo Reggio Emilia (Italia) e metodo Steiner/Waldorf (Austria/Germania). Sebbene questi metodi hanno approcci differenti, sono tutti basati su una serie di concetti comuni tra i quali l'autonomia degli studenti, il decentramento dell'autorità e una visione del mondo equilibrata e olistica. In generale, anche la pedagogia è altamente influenziata dall’ambiente circonstante indipendentemente dal livello socioeconomico e dalle circostanze socioculturali presenti, quindi un ambiente con spazi adeguati risulta fondamentale. Questa relazione tra spazio e pedagogia è un argomento che si può notare già con Henry Barnard, che nel 1849 scrisse “School Architecture”, uno dei primi manuali di costruzione scolastica che già all’epoca prese in considerazione i metodi pedagogici negli edifici scolastici. Nel corso degli anni, sono stati creati veri e propri manuali specializzati in architettura per pedagogie come ad esempio la Montessori ed è proprio grazie a questi manuali, che ad oggi queste architetture sono presenti ed applicate in tutto il mondo. Esempi che confermano l’applicazione di queste pedagogie sono la "Family School" di Steiner/Waldorf in Costa Rica (Arkitito Arquitetura, Oficina umauma & Luiza Gottschalk), la “Tellus Nursery School” di Reggio Emilia in Svezia (Tham & Videgård Arkitekter) e la “Delft Scuola Montessori” in Olanda (Herman Hertzberger). I metodi hanno dimostrato di funzionare bene soprattutto nelle fasi di sviluppo dei bambini, dimostrando di essere efficaci non solo per lo studente convenzionale ma anche per gli intellettualmente disabili. In generale l’educazione inclusiva è considerato un argomento abbastanza nuovo per la società. In passato, avere una disabilità significava essere messi in un ospedale psichiatrico o un istituto con scarsa o nessuna istruzione. È fino alla metà del secolo scorso e con l'emergere dei diritti umani insieme allo sviluppo dei metodi pedagogici sopra menzionati, che le persone disabili hanno iniziato ad avere una voce nel sistema educativo e quindi un posto in classe. Educazione inclusiva significa integrare gli studenti disabili in tutti gli eventi che si svolgono in classe, aiutandoli ad esercitarsi ad essere autonomi attraverso uno spazio con un adeguato livello di stimoli (come la luce o il colore). Questo può essere ottenuto con la giusta applicazione dei metodi pedagogici nella fase progettuale della scuola. Ad esempio, i mobili accessibili della pedagogia Montessori o l'illuminazione naturale della pedagogia Reggio Emilia. In conclusione, grazie all'evoluzione della pedagogia e della sua applicazione all'architettura, siamo e saremo testimoni dello sviluppo di scuole sempre più inclusive in cui gli studenti (disabili e non) possano convivere meglio insieme. Questa ricerca, mira per l’appunto a comprendere al meglio le tematiche pedagogiche con l’obiettivo finale di costruire scuole sempre più inclusive.

Language: English

Published: Milano, Italy, 2022

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

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

Published: Milwaukee, Wisconsin, 2015

Abstract/Notes: Includes picture essay

Language: English

ISSN: 1054-0040

Language: English