Abstract/Notes: rev. of book by this title by Rebecca A. Moyes

Language: English

ISSN: 1470-8647

Abstract/Notes: Explains autism and discusses the effects of autism on one autistic boy. Describes Children as Teachers, a reverse mainstreaming project in which children in the regular Montessori classes volunteered to interact with autistic children. The natural structure of the Montessori classroom, where there is a purpose and a time for everything, is ideal for autistic children. (PAM)

Language: English

ISSN: 1522-9734

Abstract/Notes: It is aimed in this study to analyze the effects of the Montessori education method on children with Down syndrome and autism having special training who have received and not received Montessori education through the Eurofit test batteries selected for motor skills and physical fitness. A total of 20 male children with Down syndrome and autism in the age range of 12 to 16 and receiving and not receiving Montessori education at two different special education and rehabilitation centers in Kayseri were included in the study. The treatment group included a total of 10 children, 5 with Down syndrome and 5 with autism, and the control group of 10 children, 5 with Down syndrome and 5 with autism. While the volunteers included in the treatment group received Montessori education, those included in the control group received a traditional education. In the study, the volunteers performed the selected Eurofit tests including flamingo balance, plate tapping, sit and reach, handgrip and standing long jump tests. When the results of the Eurofit test batteries of the treatment and control groups were examined, plate tapping and standing long jump test results were found significant in the comparison of the pretest and posttest of the treatment group (p < 0.05). In the pretest and posttest comparison of the control group students, a significant difference was determined in the sit and reach test (p < 0.05). In the posttest comparison of the control and treatment groups, a statistically significant difference was determined between the pretest and posttest measurements of the plate tapping and between the pretest and posttest measurements of the standing long jump (p < 0.05). In the pretest comparison of the control and treatment groups, no statistically significant difference was found between the pretest and posttest of flamingo balance, pretest and posttest of plate tapping, pretest and posttest of sit and reach, pretest and posttest of standing long jump and pretest and posttest of handgrip measurements of the control and treatment groups (p > 0.05). Consequently, the use of Montessori education materials supports the big and small muscle groups of children with disabilities since most of them learn about an object through touch. In our study, when some activity and motor skills of the children with down syndrome and autism in the special rehabilitation school that uses the Montessori education method were analyzed, it was observed that there was an improvement in their physical activities and some motor skills according to the results of plate tapping, standing long jump and sit and reach tests. It is recommended that education programs can be prepared by using Montessori Approach as part of the education programs applied in preschool education institutions and that they can be used more widely together with traditional education programs.

Language: English

DOI: 10.30918/AERJ.104.22.074

ISSN: 2354-2160

Abstract/Notes: The research of mathematics teachers and instructors is still focused on normal students. Students with special needs are often ruled out. In fact, they also need to learn mathematics. Mathematics is a very basic subject and must be mastered by everyone, including students with special needs. This research is intended to apply mathematics learning to autism students by using communication boards as a Montessori apparatus. Communication is chosen because autistic students have a visual learning style. Furthermore, the learning method is done with Montessori because it takes the concept of learning with the environment, in accordance with the main purpose of learning for autism students to be able to live independently and be empowered in the community. The study used the descriptive qualitative method. According to the research results several Montessori apparatuses have been chosen used including visual schedules, visuals to structure the environment, visual scripts, a visual rule reminder, the visual task analysis, and a choice board.

Language: English

DOI: 10.32919/uesit.2019.03.03

ISSN: 2521-1234

Abstract/Notes: Madam Montessori believed that training and sharpening of the child’s senses are crucial for their continued learning; she, therefore, developed specific sensorial materials to be used in Montessori preschools for such a purpose. The Montessori Method of education is a system of education for young children that seeks to spread natural interests and activities rather than use formal teaching methods. Maria Montessori exhibited Various Teaching-Learning Aids for refining the senses called sensorial materials. Sensorial training/learning is a teaching approach that stimulates the child’s five senses; taste, touch, smell, sight, and hearing. It allows children to use their senses to explore and understand the world around them. It includes activities that assist them to study objects, colors, textures, tastes, numbers, and situations. This article addresses the knowledge and understanding needed by teachers working with children on the autism spectrum. Montessori methods are very operative in developing effective teaching-learning aid for sensory training. Effective practice depends largely on an understanding of autism and of the individual child rather than on specialist skills. It will explain how children with autism develop the sensory issues in various Teaching-Learning Aids and to boost children express, classify and enlarge their sensory experiences with the help of the Montessori Method.

Language: English

ISSN: 2581-5415

Abstract/Notes: L’histoire de l’autisme connaît une actualité brûlante qui requiert l’attention partagée du clinicien. Cette historiographie complexe poursuit son écriture de l’autisme en cascades à mesure du travail d’archives et de l’analyse critique des textes originaux. Se précisent ainsi les concepts sur lesquels s’appuie la clinique des auteurs dès les origines de la psychiatrie de l’enfant. Les débats scientifiques s’en nourrissent à chaque époque afin d’aboutir à un état de l’art renouvelé où l’autisme reste une construction conceptuelle organisatrice de la psychiatrie de l’enfant et de l’adolescent. [The history of autism involves a burning issue that requires attention from clinicians. This complicated historiography continues the writing on cascading autism alongside archival work and textual criticism. Since the origins of child psychiatry, theoreticians’ practice has leaned on even-sharper clinical concepts, which have fed scientific debates over time, resulting in a renewed state of the art. Autism remains an organizing conceptual entity of child and adolescent psychiatry in statu nascendi.]

Language: French

DOI: 10.3917/jpe.020.0189

ISSN: 0994-7949

Language: English

ISSN: 1071-6246

Language: English

ISSN: 1470-8647

Language: English

ISSN: 1470-8647

Language: English

ISSN: 1071-6246