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Article
L'approche Montessori dans l'accompagnement de nos aînés porteurs de troubles cognitifs [The Montessori approach in supporting our seniors with cognitive disorders]
Available from: CAIRN
Publication: Jusqu'à la mort accompagner la vie, vol. 2017/3, no. 130
Date: 2017
Pages: 85-92
Alzheimer's disease, Dementia, Europe, France, Gerontology, Montessori method of education, Montessori therapy, Montessori-Based Dementia Programming (MBDP), Montessori-based interventions (MBI), Western Europe
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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
ISSN: 0768-6625
Article
Learning Differences or Learning Disorders? Meeting Authentic Needs of the Three-to-Six Child
Publication: NAMTA Journal, vol. 33, no. 2
Date: 2008
Pages: 42–54
Children with disabilities, Inclusive education, Learning disabilities, North American Montessori Teachers' Association (NAMTA) - Periodicals
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Language: English
ISSN: 1522-9734
Web Page
Michael Olaf Tibetan Children's Village Project, Montessori, TCV, Tibet, Dharamsala
Asia, Displaced communities, India, South Asia, Tibet
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Language: English
Published: 2005
Book Section
Cognitive Performance in Montessori and Nursery School Children
Book Title: Montessori Schools in America: Historical, Philosophical, and Empirical Research Perspectives
Pages: 140-146
Americas, Cognition, Comparative education, Montessori method of education - Criticism, interpretation, etc., North America, United States of America
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Abstract/Notes: This article originally appeared in the Journal of Educational Research, v. 62 (1969), p. 411-416. DOI: 10.1080/00220671.1969.10883885
Language: English
Published: Lexington, Massachusetts: Ginn Custom Pub., 1981
Edition: 1st ed.
ISBN: 0-536-03647-0
Article
Inclusive Education Policy Implementation for Special Needs Children in KB Ar-Ra'uuf Yoeandi, Sidoarjo Regency
Available from: Asian Journal of Management, Entrepreneurship and Social Science
Publication: Asian Journal of Management, Entrepreneurship and Social Science, vol. 4, no. 2
Date: May 2024
Pages: 808-821
Asia, Australasia, Children with disabilities, Developmental disabilities, Developmentally disabled children, Developmentally disabled youth, Inclusive education, Indonesia, Montessori method of education - Criticism, interpretation, etc., Southeast Asia
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Abstract/Notes: This study aims to analyze the implementation of Inclusive Education policy in KB Ar-Ra'uuf Yoeandi. The objectives of the study are to understand the implementation of Permendiknas No 70 Year 2009 on Inclusive Education Article 3 in KB Ar-ra'uuf Yoeandi, to identify the inhibiting and supporting factors in the implementation of the policy, and to find an effective model for the implementation of the policy. This study uses a qualitative descriptive approach with data collection techniques through interviews, observations, and document analysis. The data is analyzed using the policy implementation model of Elmore, Lipsky, Hjem, and O'Porter. The results of the study show that KB Ar-Ra'uuf Yoeandi has successfully implemented the inclusive education policy using a combination of strategies, such as an inclusive curriculum, RTI and Montessori-based learning, and active participation of all stakeholders. Supporting factors, such as disability-friendly school infrastructure, and inhibiting factors, such as limited human and financial resources, affect the implementation process. The contextualized implementation model is considered the most relevant in understanding the complexity of implementation and the influence of internal and external school factors on its success. This study provides an important contribution to understanding best practices for achieving inclusive education. KB Ar-Ra'uuf Yoeandi is a successful example of creating an inclusive and friendly educational environment for all students, and provides inspiration for other schools to improve inclusivity in the educational environment.
Language: English
ISSN: 2808-7399
Article
Children's Play and Television
Publication: Montessori Life, vol. 13, no. 2
Date: 2001
Pages: 36–39
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Language: English
ISSN: 1054-0040
Article
[Montessori Preparatory School and Children's Hotel]
Available from: National Library of South Africa (reference)
Publication: Cape Times (Cape Town, South Africa)
Date: Feb 1, 1930
Pages: 10
Africa, South Africa, Southern Africa, Sub-Saharan Africa
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Language: English
Article
Montessori Daycare in the UK: Breaking New Boundaries [The Children's House, Stallingsborough, North East Lincolnshire]
Publication: Montessori International, vol. 67
Date: Apr 2003
Pages: 32–34
England, Europe, Great Britain, Northern Europe, United Kingdom
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Language: English
ISSN: 1470-8647
Article
Les Défauts des Enfants d'après Maria Montessori [The Defects of Children according to Maria Montessori]
Available from: Bibliothèque Nationale de France (BNF) - Gallica
Publication: La Nouvelle éducation, no. 125
Date: May 1934
Pages: 71-77
Children with disabilities, Europe, Inclusive education, Maria Montessori - Philosophy, Southern Europe, Spain, Trainings
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Abstract/Notes: Discusses the training course Montessori gave in Barcelona, Spain.
Language: French
ISSN: 2492-3524
Article
Sharing Nature with Children
Publication: The National Montessori Reporter, vol. 16, no. 4
Date: 1992
Pages: 3–5
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Language: English