Language: English

ISSN: 1071-6246

Abstract/Notes: Examines results of a survey documenting the current state of adolescent programs in the Montessori schools of North America. Includes information on the students, adults, and physical environment of such programs, as well as the programs' enrollment, grouping, activities, and materials. (HTH)

Language: English

ISSN: 1522-9734

Abstract/Notes: Asserts that in developing Erdkinder, Montessori programs for adolescents, practitioners should use Montessori's principles of scientific pedagogy to establish methods for evaluating existing adolescent experiments. Suggests ways to apply criterion of normalization, and that "healing of deviations" comes from observing aspects like inner harmony and happiness, engaged work, ability to take care of oneself, love of work, and cooperation. (KDFB)

Language: English

ISSN: 1522-9734

Abstract/Notes: This study compared Montessori and day care compensatory programs for disadvantaged children. Students in the treatment programs were compared to a disadvantaged control group and an advantaged middle-class control group on eight tests of cognitive skill and on a composite factor score derived from the eight tests as a single summary index. Analysis indicated that treatment differences existed on six of the nine analyses. Both preschool programs were effective in raising levels of performance beyond those of other disadvantaged Students and both approached middle class levels of performance, yet the treatment groups did not differ from each other.

Language: English

DOI: 10.1080/00220671.1974.10884719

ISSN: 0022-0671

Language: English

Published: New York, New York: Holt, Rinehart and Winston, 1973

Abstract/Notes: There are a wide variety of approaches towards education and treatment that have been used in the education of individuals with special needs. One of these approaches is the Montessori Method. The Montessori Method emphasizes that education is a natural process and believes that the child behaves by listening to his or her own inner voice and in this way develops self control and learning. Mentally disabled and autistic children and other children with developmental disorders exist in the same environment with their able peers in special education schools which practice the Montessori Method. Furthermore, the Montessori Method provides the child to find the best and the easiest way of learning through practicing by himself. In the present study, the topics of equipment, arrangement of the educational environment, education and teaching methods, the role of the teacher in education in the Montessori Method and the use of the method in disabled children will be discussed. / Özel gereksinimli bireylerin eğitiminde çok çeşitli eğitim ve öğretim yaklaşımı vardır bunlardan birisi de Montessori yöntemidir. Montessori yöntemi, eğitimin doğal bir süreç olduğunu vurgular ve çocuğun kendi iç sesini dinleyerek hareket edeceğine, böylece hem kendi kendini denetlemeyi hem de öğrenmeyi gerçekleştireceğine inanır. Montessori yöntemini uygulayan özel eğitim okullarında, zihinsel engelli, otistik özellikleri olan çocuklar ve diğer gelişimsel bozuklukları olan çocuklar engelli olmayan akranları ile birlikte aynı ortamda bulunurlar. Ayrıca Montessori yöntemi, çocuğa kendi kendine uygulayarak en iyi ve en kolay şekilde öğrenme yolunu bulmasını sağlar. Bu çalışmada, Montessori yönteminde; araç gereç, eğitim ortamının düzenlenmesi, eğitim öğretim yöntemleri, öğretmenin eğitimdeki rolü ve yönteminin engelli çocuklarda kullanımı konularına yer verilmiştir.

Language: Turkish

ISSN: 1308-4933

Language: English

ISSN: 0044-0728

Abstract/Notes: Early childhood education plays a critical role in establishing positive social-emotional behaviors and promoting the development of skills needed to succeed in elementary school. Although inclusion of children with disabilities (CWD) in early childhood classrooms is increasing throughout the world, numerous social, logistical, and political factors continue to present challenges to full inclusion. The Montessori educational approach, established at the beginning of the 20th century and now applied widely throughout Europe and the United States, may present a highly suitable learning context for CWD, particularly given its historical basis in efforts to meet the needs of underprivileged and cognitively delayed children. On a theoretical level, the inclusion of CWD should be an accepted practice for Montessori programs yet reports of the number and characteristics of CWD attending Montessori programs are scarce. This paper reports upon the findings of a survey of U.S. Montessori early childhood programs’ current enrollment of CWD. The survey indicated that CWD represent 3.75% of the infant and toddler (0–3 years) population and 8.49% of the preschool/early childhood (3–6 years) population at responding institutions. Additionally, although school directors indicate that their teachers generally feel confident and competent including CWD in their classrooms, they expressed a need for ongoing professional development and additional support from special education experts to further empower the inclusion of CWD in all aspects of Montessori education.

Language: English

ISSN: 2378-3923

Language: English

Published: Arlington Heights, Illinois: American Association of University Women, 1983

Language: English

Published: Cambridge, Massachusetts, 1970