Abstract/Notes: Inclusive education means that exceptional children (EC) can fully participate in the learning process alongside their typically developing peers, supported by reasonable accommodations and teaching strategies that are tailored to meet their individual needs. The main goal of inclusion policies for EC is to provide high-quality education for all without discrimination and to ensure the implementation of equal opportunity principles. The primary purpose of this study is to explore the reality of inclusive education systems in Egypt and the United States (US) and to develop a better understanding of similarities and differences and thus identify the lessons learned. The study applied a comparative analysis method. Research findings revealed that the progress towards inclusion practices in Egyptian inclusive public schools is minimal and hindered by many challenges. Among them are lacking financial resources and a shortage of qualified teachers trained to differentiate curricula for EC. Based on the research findings, the study concludes with recommendations to improve the Egyptian inclusive education for EC.

Language: English

DOI: 10.18502/gespr.v3i2.12617

ISSN: 2709-0191

Abstract/Notes: Harold Baumann ordnet die schweizerische Montessori-Pädagogik in die internationale Reformpädagogik ein, skizziert ihre Anfänge im Kanton Tessin, zeigt die Auswirkungen und Einflüsse der Montessori-Bestrebungen in vielen Schweizer Kantonen, u.a. anhand der staatlichen Montessori-Kindergärten im Kanton Wallis. Zudem erläutert er den heutigen Stand der Montessori-Pädagogik in der Schweiz. Harold Baumann ergänzt seine Recherchen durch Beiträge, die ihm von Zeitzeugen überreicht wurden. [Harold Baumann classifies the Swiss Montessori pedagogy in the international reform pedagogy, outlines its beginnings in the canton of Ticino, shows the effects and influences of the Montessori endeavors in many Swiss cantons, e.g. with the help of the state Montessori kindergartens in the canton of Valais. He also explains the current state of Montessori education in Switzerland. Harold Baumann supplements his research with contributions that were presented to him by contemporary witnesses.]

Language: German

Published: Bern, Switzerland: Haupt Verlag, 2007

Edition: 1st edition

ISBN: 978-3-258-07092-6

Language: English

ISSN: 0519-0959

Language: English

Language: English

Published: Toronto, Canada: L. K. Cameron, 1913

Series: Ontario Department of Education Bulletin , 1

Abstract/Notes: Includes a section of blue-tone photographs at the end of the volume.

Language: Spanish

Published: Madrid, Spain: El Magisterio Español, 1915

Language: English

Abstract/Notes: Replying to the criticism of State Superintendent of Public Instruction Edward Hyatt that her system is "an emotional fad," doomed to extinction like the "dodo," fit only for the "downtrodden babies of Europe," and after all, just the same old methods of instruction "under a new and fascinating name," Dr. Maria Montessori, the famous Italian educator, yesterday spoke lightly of "ignorance" and "refusals to investigate" as being responsible for such language. Through Miss Helen Parkhurst, teacher in the Montessori model school at the Palace of Education, acting as her interpreter, Dr. Montessori said: "I do not care to answer Superintendent Hyatt, except to say that criticisms of this sort ordinarily come from persons who know nothing of the method and who have not availed themselves of the opportunity afforded here at this time to investigate its workings. Pioneer methods always meet with opposition, especially from thos who are using antiquated methods and hate to give them up."

Language: English

Abstract/Notes: Under 1900-talets första decennier vann den italienska läkaren Maria Montessori berömmelse som pedagogisk förnyare. Den frihetliga andan och mönstergilla disciplinen i hennes förskolor och skolor slog omvärlden med häpnad. Men Montessori skulle inte bara lansera en ny pedagogik. Under mellankrigstiden, när hennes metod fick stort genomslag internationellt, påtog hon sig rollen som kulturkritisk rörelseledare. Med paroller om barnets frigörelse och samhällets rekonstruktion värvade rörelsen många entusiastiska anhängare. I dåtida press talades det om montessorism i liknande ordalag som man talade om feminism, freudianism och marxism. Förväntningarna på vad montessorismen skulle kunna åstadkomma också utanför skolportarna var höga. I Montessoris pedagogiska imperium belyser Christine Quarfood, utifrån ett omfattande historiskt källmaterial, Montessorirörelsen som kulturkritisk och opinionsbildande strömning. Boken lyfter fram det mångfasetterade i rörelsens budskap, utöver den psykopedagogiska tematiken också den politiskt och socialt laddade problematik kring makt- och auktoritetsfrågor, krig och fred som adresseras i rörelsens skrifter. Huvudfokus ligger på mottagandet i de länder där rörelsen fick störst genomslag, USA vid tiden kring första världskriget, England under 1920-talet, samt Mussolinis Italien, där Montessorirörelsen fick fascistregimens stöd från 1926 till 1934. / During the first decades of the 20th century, the Italian physician Maria Montessori gained fame as an educational innovator. The liberal spirit and exemplary discipline of her preschools and schools amazed the outside world. But Montessori would not just launch a new pedagogy. During the interwar period, when her method had a major impact internationally, she took on the role of culturally critical movement leader. With slogans about the child's liberation and the reconstruction of society, the movement recruited many enthusiastic supporters. In the press of that time, Montessori was spoken of in similar terms as feminism, Freudianism, and Marxism. Expectations of what Montessori could achieve outside the school gates were high. In Montessori's educational empire, Christine Quarfood, based on extensive historical source material, highlights the Montessori movement as a culturally critical and opinion-forming current. The book highlights the multifaceted in the movement's message, in addition to the psychopedagogical theme also the politically and socially charged issues around power and authority issues, war and peace that are addressed in the movement's writings. The main focus is on reception in the countries where the movement had the greatest impact, the United States during the First World War, England in the 1920s, and Mussolini's Italy, where the Montessori movement received the support of the fascist regime from 1926 to 1934.

Language: Swedish

Published: Göteborg, Sweden: Daidalos, 2017

ISBN: 978-91-7173-512-6

Language: English

Archive: Seattle University, Lemieux Library and McGoldrick Learning Commons, Special Collections