Abstract/Notes: This study deals with the psycho-social rehabilitation in Montessori education system which centered on Montessori s theoretical background principles and model of psycho-social rehabilitation in Montessori method. The psycho-social rehabilitation principles in Montessori education method focused on the normalization theory, self-correctional education, the theory of individualized education, activities of daily living and occupational training. The basic reality of these enable social integration of disabled children. The Montessori Education is a practical educational method. This is applicable to both disabled and normal children alike, and suggests integrated education models for handicapped children. Montessori s methods are applied to all field of the children with physical or mental problems and emphasize social behavior with help and cooperation, personal growth, social maturity, independence and responsibility.

Language: Korean

ISSN: 1738-5563

Abstract/Notes: A Tangible User Interface (TUI) can bridge real-world physical objects with the digital world, which has much potential for children with ASD. However, at present, most TUIs have been developed for children in affluent countries. Such solutions may not be applicable for children with ASD in low resource countries like Sri Lanka. Therefore, we have designed a tablet-based, and cost-effective TUI called POMA (Picture to Object Mapping Activities) for supporting social and cognitive skills of Sri Lankan children with ASD. This paper presents the evaluation of POMA with 20 children with ASD (moderate: 6; mild: 14) and five special education teachers. Results show that both groups of children were able to play POMA accurately. However, children with moderate ASD required more time and help from the special education teachers to play POMA compared to children with mild ASD. This study identified several lessons for designing TUI, such as the importance of including audio prompts when the system is in idle state, using appropriate helper cues, using multiple types of reinforcements, easy-to-handle nature of the tangibles and the properties of them. Finally, we provide guidelines to overcome the issues for designing low-cost TUIs for children with ASD.

Language: English

DOI: 10.1016/j.ijhcs.2020.102486

ISSN: 1071-5819

Abstract/Notes: Montessori cared a great deal about social education, but her work in this area has been largely ignored. Emphasis has instead been disproportionately on her work with the individual. However, Montessori was very concerned with preparing an environment for the growth of the social individual. This study touches on five recommendations in her work directly related to social education. She was an advocate of 1) mixed-age grouping, 2) classrooms without doors and walls to allow children to move about freely, 3) daily routine training, 4) restricting teaching materials, and 5) learning cooperation through group activities. / Montessori에 의해 중요하게 다루어진 주제인 "사회교육"은 여러 가지 이유로 부정적인 입장에서 해석되어지거나, 도외시 되어왔다. 그의 교육사상에서 사회교육이 차지하고 있는 위치나 중요성을 볼 때 이와 같은 입장은 Montessori를 잘못 이해한 결과라 하겠다. 본 연구는 지금까지 맡은 부분 잘못 이해되어 왔던 그의 사회교육사상과 교육방법을 고찰한 것이다. Montessori의 사회교육에는 개별성과 사회성이 서로 상호보완의 긴장과 조화의 관계를 이루면서, 인생의 모든 단계에서의 인격의 통일성과 완전성을 위한 통합적인 노력이 이루어지고 있다. Montessori는 자신의 인류학, 생물학, 의학, 그리고 교육학적 지식을 총동원하여 사회교육적 이론과 바람직한 사회교육을 실현하는 교육방법을 정립하였다. 그의 사회교육은 교육의 한 분과가 아니라 교육의 총체적인 통할을 이루고 있다.

Language: Korean

ISSN: 1226-9565, 2733-9637

Abstract/Notes: Diese Arbeit versucht, den Betrachtungen und Aspekten, die das Kind in unserer Gesellschaft ausgehend vom Standpunkt Montessoris beleuchten, nachzugehen, wobei ich die Gemeinsamkeiten in den Montessoris und Millers pädagogischen Ansätzen feststelle. Laut Montessori und Miller ist das Kind ist als gleichwertiger Mensch anzuerkennen, und die Seele des Kindes erfordert eine besondere Feinfühligkeit des Erwachsenen für seine Bedürfnisse her. Es ist wichtig, die Kinder in ihren Fähigkeiten bestmöglich zu fördern. Im Bezug auf das pädagogische Spannungsverhältnis von Selbständigkeit und Zwang beschäftige ich mich mit dem Widerspruch von pädagogischer Norm und Funktion aus der Sicht der Kältestudien von Gruschka. Die Kältestudien verweisen auf die von den einzelnen Menschen unaufhebbar erfahrenen Widersprüche von der Norm der sozialen Allgemeinheit von Bildung und der Selektionsfunktion von den pädagogischen Institutionen. Schließlich sollten die gesellschaftlichen Strukturen, die Kälte als gesellschaftlich akzeptiertes Verhalten verursachen, bewusst wahrgenommen und reflektiert werden. Dafür ist es nötig, den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. den Kindern so viel wie möglich Freiheitsspielraum zu geben, in der sie Erfahrungsmöglichkeiten haben. Zudem ist Schulbildung mit dem Leben der Kinder zusammenzubringen. [This work attempts to trace the considerations and aspects that illuminate the child in our society from the Montessori point of view, noting the similarities in the Montessori and Miller's pedagogical approaches. According to Montessori and Miller, the child is to be recognized as an equal human being, and the child's soul requires a special sensitivity on the part of the adult for its needs. It is important to support the children in their abilities in the best possible way. In relation to the pedagogical tension between independence and coercion, I deal with the contradiction between pedagogical norm and function from the point of view of Gruschka's cold studies. The cold studies point to the irreconcilable contradictions experienced by individuals between the norm of the social generality of education and the selection function of educational institutions. Finally, the social structures that cause cold as socially accepted behavior should be consciously perceived and reflected upon. For this it is necessary to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children. to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children. to give the children as much freedom as possible in which they have opportunities for experience. In addition, school education must be combined with the life of the children.]

Language: German

ISSN: 1738-6675

Language: Italian

Language: Italian

ISSN: 0042-7241

Language: Italian

ISSN: 0042-7241

Language: Italian

ISSN: 0042-7241

Language: Italian

ISSN: 0042-7241

Language: Italian

ISSN: 0042-7241