Abstract/Notes: The aim of this study is to determine the self-efficacy perceptions of special education teachers about the use of the Montessori method by a valid and reliable scale developed by the researcher. The model of the research is a general descriptive model of quantitative research methods. In the 2017–2018 academic year, 67 special education teachers who work under the Directorate of Primary Education of the Ministry of National Education of the Turkish Republic of Northern Cyprus are participated in this research universe, which comprise 29, 12, 20, 4 and 2 teachers from Special Education Application Centre, Special Education and Work Application Centre, primary schools, kindergartens and school for visually impaired, respectively. This study was conducted only with all the special education teachers in the universe not by any sampling method. The general proficiency perceptions of the special education teachers for the use of the Montessori method were at the level of instability. According to the general competency perceptions of the female teachers on the use of the Montessori method, it was found that their responses were more positive than the males.

Language: English

DOI: 10.18844/cjes.v11i4.4480

ISSN: 1305-905X

Abstract/Notes: The choices for public school education in the United States have evolved to include Montessori programmes. As a result, special education practices have become visible in Montessori, making collaboration essential. The exploration of how Montessori and special education teachers collaborate through the identified constructs of (a) shared planning, (b) frequent communication, (c) shared vision, (d) mutual respect, and (e) joint trust despite the evident philosophical differences is important for students in inclusion. Data sources included in-depth interviews with teachers to identify patterns related to collaboration in Montessori public schools. Findings indicated that there is a need to establish a clear plan for connecting philosophies and for collaboration for students in inclusion, not only in the context of United States public Montessori programmes, but for Montessori practitioners in other regions and school settings. Recommendations include using a terminology comparison activity in teacher professional development and implementing an Inclusion Professional Learning Community to address the barrier of time to proactively create deep collaborative relationships built upon the established collaborative constructs.

Language: English

DOI: 10.1080/13603116.2021.1931717

ISSN: 1360-3116

Language: English

ISSN: 0012-2807

Abstract/Notes: This study presents the decisive pedagogy of two Marias: Dr. Montessori and Dr. Hári. Dr. Montessori was the first woman in Italy who received a medical degree and it was many years later when she did pedagogical studies as well. Dr. Hári was a young medical student when she started to work with Professor Pető who had laid down the basics of Conductive Education. Dr. Montessori and Dr. Hári had a lot in common: not just their profession was the same but thanks to their hard work both pedagogy became famous internationally. Through their personality, the reader will have a glance into their educational methods as well. The topic is relevant because both educational systems make it possible for people with disabilities to integrate into society and live meaningful lives. [ This study presents the decisive pedagogy of two Marias: Dr. Montessori and Dr. Hári. Dr. Montessori was the first woman in Italy who received a medical degree and it was many years later when she did pedagogical studies as well. Dr. Hári was a young medical student when she started to work with Professor Pető who had laid down the basics of Conductive Education. Dr. Montessori and Dr. Hári had a lot in common: not just their profession was the same but thanks to their hard work both pedagogy became famous internationally. Through their personality, the reader will have a glance into their educational methods as well. The topic is relevant because both educational systems make it possible for people with disabilities to integrate into society and live meaningful lives.]

Language: Hungarian

DOI: 10.18458/KB.2016.4.35

ISSN: 2498-5368

Language: English

DOI: 10.1177/002246696700200101

ISSN: 0022-4669

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: 1054-0040

Abstract/Notes: Montessori stated that the most critical purpose of education is making the children discover themselves and achieve their freedom. Children, whether they are typically developed or have mental disorders, are born with a competence named “absorptive mind” which helps mental activities to emerge. For mental activities to begin to emerge, the child is given a number of keys in a “prepared environment”. When all children are given freedom in a prepared environment, then they feel “happy and motivated” towards a specific skill or knowledge in their sensitive period. When they are allowed to use the equipment freely, they will do practice with it and never get tired of repeated practices. “Repetition” has a key role in “enhancing focused attention, mental strength and ability to grasp and understand”. This review article describes and discusses the Montessori pedagogy and its one type of material, practical life skills.

Language: English

DOI: 10.5281/zenodo.3544457

ISSN: 2501-2428

Language: English

Language: English