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Article
Equity, Diversity and Inclusion: Practitioners' Perspectives Toward Reforming Early Childhood Curriculum in Saudi Arabia
Available from: Research Gate
Publication: International Journal of Special Education, vol. 37, no. 3
Date: 2022
Pages: 15448-15480
Asia, Early childhood care and education, Early childhood education, Educational change, Inclusive education, Middle East, Montessori method of education, Reggio Emilia approach (Early childhood education), Saudi Arabia, Special education, Western Asia
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Abstract/Notes: Early childhood (EC) is the right period to start emphasizing on teaching young children about diversity, equity and inclusion. The new vision of the Kingdom of Saudi Arabia 2030 target to boost educational system through continuous invest in and teachers' education and professional training focused on integrating multicultural education into the curricula. The current study dealt with two main dimensions: The first dimension revealed the different curricula, teaching strategies, and assessment of children's learning in kindergartens in the public and private sectors. The second dimension focused on investigating how these applied curricula take into account the principles of diversity, equity and inclusion for children from different cultural backgrounds. The current study used the descriptive analytical approach through the application of the questionnaire, which targeted a number of government and private kindergartens in various major cities in the Kingdom. The results revealed the interest of private kindergartens in applying modern and diverse curricula in terms of teaching and assessment strategies and in terms of respect for diversity, equity and inclusion for all children, which meets their different needs. Teachers in private kindergartens expressed their confidence and competence to teach children from different cultures, and that the applied curricula ensure respect for their cultural backgrounds in terms of teaching methods that are free of racism in any form. Continuous professional training and the employment of teachers from different cultures contributed to raising the cultural awareness of children in private kindergartens compared to government ones. The current study recommended decision-makers to update the curricula in government kindergartens in line with the global trend towards integrating children from different cultures and backgrounds in the classroom.
Language: English
ISSN: 0827-3383, 1917-7844
Book
From Childhood to Adolescence; Including the Erdkinder and the Functions of the University
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Language: English
Published: Oxford, England: Clio, 1999
ISBN: 1-85109-185-8
Series: The Clio Montessori series
Article
A Critical Enquiry into the Implementation of the Montessori Teaching Method as a First Step Towards Inclusive Practice in Early Childhood Settings Specifically in Developing Countries
Available from: SAGE Journals
Publication: Contemporary Issues in Early Childhood, vol. 9, no. 2
Date: 2008
Pages: 178-181
Asia, Australasia, Comparative education, Southeast Asia, Southeast Asia
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Abstract/Notes: The analysis was carried out as part of a master's thesis and it aimed to analyse the extent to which the Montessori educational philosophy and teaching method incorporated inclusive educational qualities. The Montessori Method was first developed for children who were disadvantaged and considered 'idiots', in the slums of Italy's San Lorenzo. With the usage of her didactic materials, Maria Montessori proved that the children in question were indeed educable given the correct type of instruction. The focus of this article is on the inclusive qualities embedded within the Montessori philosophy and teaching method, which can be reason enough for it to be adopted by developing countries that have limited budgets/funding for the purpose of special education. This method could prove to be an easy alternative for the immediate implementation of early childhood inclusive education for countries such as Malaysia which do not yet possess specific legislation governing special education.
Language: English
DOI: 10.2304/ciec.2008.9.2.178
ISSN: 1463-9491
Article
Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Towards Inclusion and Access
Available from: University of Kansas Libraries
Publication: Journal of Montessori Research, vol. 1, no. 1
Date: 2015
Pages: 28-41
Children with disabilities, Comparative education, Inclusive education, Montessori method of education, Teachers - Attitudes
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Abstract/Notes: Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes towards including children with disabilities and providing access in their classrooms. Both groups reported similar and positive supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts. Implications for professional development and teacher preparation are described.
Language: English
ISSN: 2378-3923
Article
Montessori Instruction: A Model for Inclusion in Early Childhood Classrooms and Beyond
Available from: ProQuest
Publication: Montessori Life, vol. 24, no. 1
Date: Spring 2012
Pages: 32-38
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Abstract/Notes: Maria Montessori was one of the first special educators. In 1898, as an assistant instructor at the University of Rome's Psychiatric Clinic, Montessori visited an asylum for the "insane" and became interested in the children with special needs who were housed there. She noticed that the children were not being stimulated; learning was at a standstill. It is from this juncture that she developed materials and space to educate those once considered "uneducable." From 1898 to 1900, Montessori worked 11 hours a day with the children at Rome's First State Orthophrenic School. During this period, she developed a program specifically designed to teach academic skills, life skills, and social skills to children with special needs. In 1907, inspired by the success at the State Orthophrenic School, Montessori opened her first "Casa dei Bambini" (Children's House) for the children of Rome. Montessori's methodology has developed over the years, but its original three principles remain the same: (1) Teaching academic skills; (2) Teaching life skills; and (3) Modeling social skills. This article investigates whether Montessori teaching, materials, and methods can support an inclusive 21st-century classroom.
Language: English
ISSN: 1054-0040
Article
Building Bridges in Washington State: PNMA Models Inclusiveness among Montessorians, and with Other Early Childhood Educators
Publication: Public School Montessorian, vol. 15, no. 1
Date: Fall 2002
Pages: 1, 19
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Abstract/Notes: Pacific Northwest Montessori Association (PNMA)
Language: English
ISSN: 1071-6246
Book Section
Practical Life: The Montessori Early Childhood Inclusive Classroom: Creating a Cherished Experience
Available from: Rowman and Littlefield
Book Title: The Inclusive Classroom: Creating a Cherished Experience through Montessori
Pages: 15-27
Children with disabilities, Inclusive education, Maria Montessori - Philosophy, Montessori method of education, Practical life exercises
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Language: English
Published: Lanham, Maryland: Rowman and Littlefield Publishers, 2021
ISBN: 978-1-4758-5635-4
Article
Montessori Method and Universal Design for Learning: Two Methodologies in Conjunction for Inclusive Early Childhood Education
Available from: Università di Bologna
Publication: Ricerche di Pedagogia e Didattica / Journal of Theories and Research in Education, vol. 16, no. 2
Date: 2021
Pages: 105-116
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Abstract/Notes: The main aim of this study is to examine the features of two methods, the Montessori Method and the method based on the principles of Universal Design for Learning, in order to highlight the common characteristics of both and their possible application in inclusive early childhood education. The curriculum represents the formative path for a child’s learning from the perspective of didactical content and educational organization. A curriculum becomes inclusive when all children’s needs are addressed, not only as a group, but also as individual learners. Both the Montessori Method and Universal Design for Learning respect the unique characteristics, learning preferences and true potential of each individual child.
Language: English
DOI: 10.6092/issn.1970-2221/12194
ISSN: 1970-2221
Book
From Childhood to Adolescence; Including the Erdkinder and the Functions of the University
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Language: English
Published: Oxford, England: Clio, 1994
ISBN: 1-85109-185-8
Series: The Clio Montessori series
Book Section
Montessori Sensorial: The Montessori Early Childhood Inclusive Classroom: Creating a Cherished Experience
Available from: Rowman and Littlefield
Book Title: The Inclusive Classroom: Creating a Cherished Experience through Montessori
Pages: 29-43
Children with disabilities, Inclusive education, Sensorial materials
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Language: English
Published: Lanham, Maryland: Rowman and Littlefield Publishers, 2021
ISBN: 978-1-4758-5635-4