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Article
Foundations for Inclusion
Available from: MontessoriPublic
Publication: Montessori Public, vol. 4, no. 1
Date: Fall 2019
Pages: 18-19
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Language: English
Article
An Invitation to Inclusion
Publication: Tomorrow's Child, vol. 22, no. 3
Date: Apr 2014
Pages: 28–30, 36
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Language: English
ISSN: 1071-6246
Article
An Approach to Inclusion
Publication: Montessori International, vol. 11, no. 1
Date: Oct 2001
Pages: 14–15
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Language: English
ISSN: 1470-8647
Article
Being Included in the Inclusion Debate
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: Public School Montessorian, vol. 6, no. 1
Date: Fall 1993
Pages: 8
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Language: English
ISSN: 1071-6246
Article
The Role of Diversity and Inclusion in Montessori Education
Available from: ProQuest
Publication: Montessori Life, vol. 25, no. 1
Date: Spring 2013
Pages: 3, 7
Inclusive education, Montessori method of education, Montessori schools, Richard A. Ungerer - Writings
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Abstract/Notes: From the Executive Director
Language: English
ISSN: 1054-0040
Article
Montessori Inclusion Q&A
Available from: ISSUU
Publication: Montessori Leadership, vol. 23, no. 1
Date: 2021
Pages: 28
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Language: English
Article
Improving the Context for Inclusion: Personalising Teacher Development Through Collaborative Action Research
Available from: Taylor and Francis Online
Publication: Educational Action Research, vol. 20, no. 4
Date: 2012
Pages: 623-624
Article
Outdoor Education in Maria Montessori’s Philosophy: A Chance for Inclusion?
Available from: Pensa Multimedia
Publication: Formazione and Insegnamento. Rivista internazionale di Scienze dell'educazione e della formazione, vol. 18, no. 3
Date: 2020
Pages: 223-229
Children with disabilities, Inclusive education, Maria Montessori - Biographic sources, Maria Montessori - Philosophy, Montessori method of education - Criticism, interpretation, etc.
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Abstract/Notes: In this paper, we are going to present some of the revolutionary and brilliant proposals of Maria Montessori’s educational approach, which, through its innovative use of space and movement still offers solutions to problems in our day and age. Montessori’s ideas are explained in relation to environmental education in the context of child-nature interaction as well as the practices applied within the framework of these ideas; they are also essential to facilitate educational inclusion, as they promote a sensory based and a child centered learning approach.
Language: English
DOI: 10.7346/-fei-XVIII-03-20_18
ISSN: 2279-7505
Article
Equity, Diversity and Inclusion: Practitioners' Perspectives Toward Reforming Early Childhood Curriculum in Saudi Arabia
Available from: Research Gate
Publication: International Journal of Special Education, vol. 37, no. 3
Date: 2022
Pages: 15448-15480
Asia, Early childhood care and education, Early childhood education, Educational change, Inclusive education, Middle East, Montessori method of education, Reggio Emilia approach (Early childhood education), Saudi Arabia, Special education, Western Asia
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Abstract/Notes: Early childhood (EC) is the right period to start emphasizing on teaching young children about diversity, equity and inclusion. The new vision of the Kingdom of Saudi Arabia 2030 target to boost educational system through continuous invest in and teachers' education and professional training focused on integrating multicultural education into the curricula. The current study dealt with two main dimensions: The first dimension revealed the different curricula, teaching strategies, and assessment of children's learning in kindergartens in the public and private sectors. The second dimension focused on investigating how these applied curricula take into account the principles of diversity, equity and inclusion for children from different cultural backgrounds. The current study used the descriptive analytical approach through the application of the questionnaire, which targeted a number of government and private kindergartens in various major cities in the Kingdom. The results revealed the interest of private kindergartens in applying modern and diverse curricula in terms of teaching and assessment strategies and in terms of respect for diversity, equity and inclusion for all children, which meets their different needs. Teachers in private kindergartens expressed their confidence and competence to teach children from different cultures, and that the applied curricula ensure respect for their cultural backgrounds in terms of teaching methods that are free of racism in any form. Continuous professional training and the employment of teachers from different cultures contributed to raising the cultural awareness of children in private kindergartens compared to government ones. The current study recommended decision-makers to update the curricula in government kindergartens in line with the global trend towards integrating children from different cultures and backgrounds in the classroom.
Language: English
ISSN: 0827-3383, 1917-7844
Article
Multiage Instruction and Inclusion: A Collaborative Approach.
Available from: ERIC
Publication: International Journal of Whole Schooling, vol. 3, no. 1
Date: 2007
Pages: 12–26
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Abstract/Notes: This article describes a multiage classroom led by three co-teachers who facilitate the education of 42 students ages six through nine years. The classroom is located in a public school district that practices inclusion and subscribes to the principles of whole schooling. A literature review defines the concepts of co-teaching, multiage education, and inclusion and demonstrates how the co-teachers practice the principles of whole schooling. A rich description of the classroom follows so that the reader may fully understand how to implement similar teaching strategies. Implications for practice are discussed. (Contains 2 tables.)
Language: English
ISSN: 1710-2146