Language: English

Abstract/Notes: Dans la continuité de mon parcours professionnel au cœur des soins palliatifs, d’abord comme infirmière coordinatrice d’un réseau de santé puis comme cadre de santé d’un centre de soins palliatifs rassemblant une unité d’hospitalisation et une équipe mobile, j’ai décidé en 2015 de me consacrer à la formation des soignants à partir de mon expertise métier. Afin d’acquérir des nouvelles compétences en pédagogie, j’ai suivi plusieurs cursus de formateur. Sur ce chemin j’ai eu la chance de croiser l’organisme de formation AG&D (Accompagnement en Gérontologie et Développements), qui proposait une technique d’accompagnement des personnes présentant des troubles cognitifs, basée sur la méthode «Maria Montessori» déjà utilisée dans le monde éducatif. Curieuse d’en savoir plus sur ce concept, j’ai suivi la formation proposée par AG&D et animée par le professeur Cameron Camp, psychologue américain à l’origine de cette adaptation. Les valeurs fondatrices de cette approche correspondaient à celles sur lesquelles s’étaient construits les soins palliatifs et cet enseignement est venu théoriser la pratique que je connaissais. Chaque mot et argumentation avancés par Cameron Camp et traduits par Jérôme Erkes, neuropsychologue directeur du département recherche et développement chez AG&D, résonnaient dans un monologue intérieur qui disait: «mais bien sûr, c’est tellement logique et évident!» [In the continuity of my professional career at the heart of palliative care, first as a nurse coordinator of a health network and then as a health manager of a palliative care center bringing together a hospital unit and a mobile team, I decided in 2015 to devote myself to the training of caregivers based on my professional expertise. In order to acquire new pedagogical skills, I followed several training courses. On this path I had the chance to meet the training organization AG&D (Support in Gerontology and Developments), which offered a support technique for people with cognitive disorders, based on the "Maria Montessori" method already used in the educational world. Curious to learn more about this concept, I took the training offered by AG&D and facilitated by Professor Cameron Camp, the American psychologist behind this adaptation. The founding values ​​of this approach corresponded to those on which palliative care was built and this teaching came to theorize the practice that I knew. Every word and argument put forward by Cameron Camp and translated by Jérôme Erkes, neuropsychologist director of the research and development department at AG&D, echoed in an inner monologue that said: "But of course, it is so logical and obvious!"]

Language: French

DOI: 10.3917/jalmalv.130.0085

ISSN: 0768-6625

Language: English

ISSN: 1522-9734

Abstract/Notes: The purpose of the present study was to investigate the effectiveness of Montessori method education on the visual-motor abilities of students with nonverbal learning disorders. For the purpose of this study, 4 first grade male students with nonverbal learning disabilities who were studying at Nabi Akram primary school in Bonab, during the academic year of 2019-2020, were selected based on the bender visual - motor gestalt test. In this research, which is a single-subject design with multi-baselines (ABA), each participant was first carefully observed according to the criteria of nonverbal learning disability and their visual-motor cognitive abilities accurately measured and recorded. Then, during the intervention phase, each participant received the Montessori method education during the 10 sessions for 45 minutes separately. The performance of the participants is also observed in the follow-up sessions. Finally, the data was analyzed by analyzing the visual diagrams, percentage of all non-overlapping data (PAND), calculating the effect size index and recovery percentage. The results of the research showed that the Montessori method education increased the visual-motor abilities of all four participants. As a result, Montessori education can be used as part of empowerment programs for students with nonverbal learning disabilities.

Language: English, Persian

ISSN: 2383-353X

Abstract/Notes: Mobile technologies used for education may offer advantages for children with Communication Disorders, among which we can find language disorders and speech disorders, which are identified in DSM-V. In this research, we have introduced two educational activities, “Matching Cards” and “Cards & Sounds”, based on the Montessori Method and which deal with the first stages of reading and writing. We have tested these two activities with children with and without Communication Disorders in order to study how they interact. These groups of children use a Tablet to perform the two activities, which vary in visual and auditory stimuli. The activities employ two touch interactions: tap and drag & drop. Based on Montessori, the activity and the interaction do not produce either positive or negative feedback. The analysis performed with the variables of time, interaction and mistake has shown that children from both groups change their efficiency of use. Differences regarding the interaction of children with and without Communication Disorders have also been observed. Additionally, children with Communication Disorders need additional strategies as explicit indicators in the interaction which may be a guide to be able to carry out specific actions.

Language: English

DOI: 10.1007/s00779-020-01471-7

ISSN: 1617-4909, 1617-4917

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Language: German

Published: München: Kindler, 1978

ISBN: 3-463-00716-9

Language: Italian

Language: English

Abstract/Notes: Scope and method of study. The purpose of this qualitative study was to investigate the connection between the beliefs, attitudes, and expectations teachers exhibit towards students who have attention challenges in three independent schools in England and the pathognomonic-interventionist continuum as identified by Jordan-Wilson and Silverman (1991), which identifies, along a scale, where teachers' beliefs lie. Teachers' sense of efficacy as they meet individual student needs was also explored as was what educators in these schools, who have limited, if any, recourse to special education assistance, do to support students who display the characteristics of attention deficit. The pathognomonic-interventionist continuum and Bandura's (1977) construct of self-efficacy were the lenses used to focus the research. The study records participants' responses and reflections about the phenomenon under study, describing what it is they do, how they perceive their responsibility towards their students, and how they support each other. Findings and conclusions. Data compiled from a sample of 10 teachers and 3 head-teachers, were disaggregated to provide a picture of how participant teachers work with attentionally challenged children in selected English independent schools. The results provide evidence that teachers whose profile identifies them with the interventionist perspective present stronger senses of self-efficacy. They are prepared to undertake prereferral-type activities to determine where the student is experiencing difficulty and are then willing to manipulate the learning environment to meet individual student needs. Teachers in these schools perceive it as their professional obligation to design teaching scenarios to benefit all students. Teacher efficacy, their sense of their ability to positively influence their students' educational performance and achievement, is unrelated to years of experience or educational background, but is related to the beliefs which they hold.

Language: English

Published: Stillwater, Oklahoma, 2006