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Article
May 14th Diploma Holders' Meeting [Hearing and speech disorders]
Publication: Montessori Quarterly, vol. 12/13, no. Supplement
Date: Oct 1979
Pages: 22–23
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Language: English
Article
Moment of Peril: Group Disorder [question]
Publication: Montessori Observer, vol. 15, no. 2
Date: May 1994
Pages: 3-4
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Language: English
ISSN: 0889-5643
Article
Montessori: A Promising Practice for Young Learners with Autism Spectrum Disorder
Available from: ProQuest
Publication: Montessori Life, vol. 31, no. 4
Date: Winter 2020
Pages: 38-47
Autism in children, Children with disabilities, Inclusive education
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Abstract/Notes: The National Center for Montessori in the Public Sector (n.d.) estimates that 5,000 Montessori programs, including more than 500 public schools, serve students in the United States. Though no statistics have been compiled on the number of children with autism in Montessori settings, children with autism comprise 9% of children and youth served through the Individuals with Disabilities Education Act (The United States Department of Education, National Center for Education Statistics, 2016). [...]the Centers for Disease Control and Prevention (2014) states that the number of children with autism spectrum disorder (ASD) is increasing. Research comparing preschool-age children in Montessori learning environments with children in nonMontessori settings showed higher scores on math and literacy assessments for the Montessori children, as well as social skills, problem solving, and fine motor coordination (Lillard, 2012; Bhatia, Davis & Shamas-Brandt, 2015).
Language: English
ISSN: 1054-0040
Article
Eating Disorders: Common Misconceptions and Links to Early Years
Publication: Montessori International, vol. Food, no. 112
Date: Jul 2014
Pages: 15–17
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Abstract/Notes: includes references
Language: English
ISSN: 1470-8647
Article
Nutritional Deficit Disorder
Publication: Tomorrow's Child, vol. 16, no. 4
Date: 2008
Pages: 14–17
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Language: English
ISSN: 1071-6246
Article
Appraisal of Teaching-Learning Aids in Montessori Method for sensory training of Learners with Autism Spectrum Disorder
Available from: Netaji Subhas Open University (India)
Publication: NSOU Open Journal, vol. 5, no. 1
Date: Jan 2022
Pages: 43-48
Autism in children, Children with disabilities, Developmentally disabled children, Montessori method of education, Sensorial education, Sensorial materials
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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
Book
Tavallinen suoritus, luovuuden merkki vai häiriö?: Montessori-menetelmä kasvatuksessa, kuntoutuksena ja psykoterapiana [Ordinary performance, sign or disorder of creativity ?: The Montessori method in education, rehabilitation and psychotherapy]
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Language: Finnish
Published: Helsinki, Finland: Koulun erityispalvelu, 1984
ISBN: 951-725-046-0 978-951-725-046-7
Doctoral Dissertation (Ed.D.)
Teacher Beliefs, Attitudes, and Expectations Towards Students with Attention Disorders in Three Schools in the United Kingdom's Independent School System
Available from: ProQuest - Dissertations and Theses
Attention-deficit hyperactivity disorder, Attention-deficit-disordered children, Children with disabilities, England, Europe, Inclusive education, Northern Europe, Northern Ireland, Perceptions, Scotland, Teachers - Attitudes, United Kingdom
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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
Article
Montessori Applied to Learning Disorders
Publication: CCMA Net [Canadian Council of Montessori Administrators], vol. 4, no. 3
Date: Summer 2000
Pages: 3
Children with disabilities, Inclusive education, Learning disabilities
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Language: English
Article
Buccelli, Turbe Nervose per Astinenza da Tabacco in Soggetti Nevro-Psicopatici (recensione) [Buccelli, Nervous Disorders for Tobacco Withdrawal in Neuro-Psychopathic Subjects (review)]
Publication: Rivista Quindicinale di Psicologia, Psichiatria, Neuropatologia: ad uso dei medici e dei giurusti, vol. 1, no. 8
Date: 1897
Pages: 126
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Language: Italian