Abstract/Notes: Communication skills are one of the skills that students must possess in the 21st century. Not to mention Intellectual Disability students, some of whom have difficulty communicating. One of the learning methods that can stimulate students to communicate actively is the Montessori method. This research is qualitative research with the research design is Phenomenology. This research aims to identify the mathematical communication skills of Intellectual Disability students in learning the material "division" using the Montessori method. The subjects in this study were 5 SLB Tunagrahita Class X students consisting of 3 boys and two girls. One indicator of mathematical communication skills that this research focuses on is expressing mathematical ideas orally or writing. The results showed that by learning mathematics in the distribution of materials using the Montessori method, Intellectual Disability students could communicate mathematical concepts. They were more enthusiastic in learning and more confident in communicating both verbal and non-verbal communication.

Language: English

DOI: 10.1063/5.0096037

ISSN: 0094-243X

Abstract/Notes: The present study aims to identify the effectiveness of a counseling program based on the use of the Montessori method on the environmental adaptive behavior in a sample of children with mild intellectual disabilities, identifying also the differences in the level of behavioral adaptation in a sample of children on the adaptive behavior scale pre/post application of the program. The researchers define a sample of (40) items, applied to a sample consisting of (40) children with mild intellectual disabilities, aged between (10-12) years, selected from boys, divided equally to (20) experimental samples and (20) control samples, from Al-Ghafir Foundation for people with special needs. The researcher has used the (experimental) method and applied the scale of adaptive behavior. The research has come to several results, the most important of which is that there is a statistically significant correlation between the average scores of the control group and the experimental group, regarding the post application of the total adaptive behavior scale. There are statistically significant differences between the average scores of the experimental group, regarding the post/ follow up application of the adaptive behavioral scale. There are statistically significant differences between the average scores of the control group and the experimental group regarding the post-application of the total behavior scale, in favor of the experimental group. The research reached a set of recommendations, the most important of which are: the necessity of providing the necessary tools for developing skills for children with disabilities within government institutions, setting a special budget.

Language: Arabic

DOI: 10.21608/jes.2020.206380

ISSN: 1110-0826

Language: English

ISSN: 0277-9064

Language: English

Language: English

Language: English

Language: English

ISSN: 0010-700X

Abstract/Notes: Differential effects of four preschool programs were evaluated through pre‐and post‐batteries of standardized tests. The interventions represent levels of structure along a continuum from the traditional to the highly structured preschool. Results from all instruments differentiated among the programs, and clearly favored the highly structured preschool.

Language: English

DOI: 10.1111/j.1939-0025.1970.tb00679.x

ISSN: 0002-9432, 1939-0025

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

Language: Japanese

ISSN: 0913-4220

Abstract/Notes: Intellectual disability is a serious lifelong disability that places heavy demands on society and the health system. The study was designed to determine the extent to which the intellectually challenged children are capable of improving their cognitive abilities as well as adaptive functioning through the Montessori Sensorial Training program when introduced in a different setting (i.e. special education school system). With randomised control trial (RCT) of pre-and post-testing, 30 children with mild intellectual disabilities were randomly allocated to Montessori Sensorial Training intervention condition (n = 15) and waitlist control condition (n = 15). The intervention group showed significant improvement in cognitive abilities (i.e. classification, seriation, recognition, ordination, and visual and auditory discrimination) as compared to the control group at post-assessment. Children who received training also showed improvement in communication and self-care domain as compared to the control group. This study provides evidence that Montessori Sensorial Training is not only effective for children going to mainstream schools but also for children with intellectual disabilities. Despite some limitations, the results of the study are encouraging and suggesting that Montessori Sensorial Training is an effective intervention to facilitate self-based learning, independence, and decision-making skills in children with mild intellectual disabilities.

Language: English

DOI: 10.1080/1034912X.2021.2016657

ISSN: 1034-912X