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Sequence 1AN EXPLORATION OF THE USE OF SENSORY INTEGRATION IN THE MONTESSORI CONTEXT by Paula Leigh-Doyle Paula Leigh-Doyle c/1ro11… |
Sequence 2MONTESSORI AND SPECIAL EDUCATION MONTESSORI AND THE SPECIAL NEEDS CHILD ........................................... 1 by… |
Sequence 2WHOLE-SCHOOL APPROACHES TO MONTESSORI SPECIAL EDUCATION by Paula Leigh-Doyle, Jacquie Maughan, and Maura Joyce… |
Sequence 4program called Bal-A-Vis-X, overseen by an occupational therapist (seeGranke and Leigh-Doyle). This is part of our whole-… |
Sequence 31hundred years without special education staffs. So even though the sophistication of information-specialized information-is… |
Sequence 2promotes various Multisensory Structured Language Programs with a long history of success, all compatible with Montessori… |
Sequence 2JOYFUL ENGAGEMENT: A SPECIFIC LENS FOR OBSERVATION IN MONTESSORI PRIMARY AND ELEMENTARY ENVIRONMENTS by Paula Leigh-Doyle… |
Sequence 9will say that we are acting too early when we raise questions at the primary level. However, [ find that the observations of… |
Sequence 19Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 4suspected of having a particular learning difference, learning dis- ability, or other special need. The leadership has focused… |
Sequence 11Horner, Jack. "The Extraordinary Characteristics of Dys- lexia." Perspccti,•es 011 Ln11g11nge n11d Literacy… |
Sequence 13145 MacDonald • Becoming a Scientific Observer This is true for all ages, and for all manner of behaviors. Montessori… |
Sequence 25157 MacDonald • Becoming a Scientific Observer of some piece of knowledge, they get bored and they lose interest. (And we… |
Sequence 39171 MacDonald • Becoming a Scientific Observer references Doyle, Arthur Conan. “The Adventure of the Copper Beeches.” The… |
Sequence 220area is ranked among the best places in the nation to live and do business. Durham ("City of Medicine," USA… |
Sequence 256teacher to begin anew lower elemen- tary classroom. MSHR is in the heart of Cleveland's "Little Italy"… |
Sequence 8Participants at the Third Adolescent Colloquium. Row 1, left to right: Clare Boyle, Leon Dantus, George Pritchard, Audrey… |
Sequence 441THE THIRD ADOLESCENT COLLOQUIUM: p ARTICIPANTS Kathleen Allen, United States Deborah Bricker, United States Dexter Camejo,… |
Sequence 248Case Western Reserve University and two world renowned hospitals. We are an AMI accredited school serving children from a… |
Sequence 1Volume32 Number 1 Winter2007 N·A·M·T·A J 0 u The Montessori Century Concept: A Continuing Process in Reality R N A The… |
Sequence 5AN EXPLORATION OF THE USE OF SENSORY INTEGRATION IN THE MONTESSORI CONTEXT… |
Sequence 224AN EXPLORATION OF THE USE OF SENSORY INTEGRATION IN THE MONTESSORI CONTEXT by Paula Leigh-Doyle Paula Leigh-Doyle c/1ro11… |
Sequence 265The Montessori School of Win- ston-Salem, NC, is committed to becoming a world class Montessori school and seeks a Head of… |
Sequence 4MONTESSORI AND SPECIAL EDUCATION MONTESSORI AND THE SPECIAL NEEDS CHILD ........................................... 1 by… |
Sequence 151WHOLE-SCHOOL APPROACHES TO MONTESSORI SPECIAL EDUCATION by Paula Leigh-Doyle, Jacquie Maughan, and Maura Joyce… |
Sequence 153program called Bal-A-Vis-X, overseen by an occupational therapist (seeGranke and Leigh-Doyle). This is part of our whole-… |
Sequence 180hundred years without special education staffs. So even though the sophistication of information-specialized information-is… |
Sequence 250Paula Leigh-Doyle, Head of School 440-357-0918 HM_Leigh-Doyle@lgca.org Hudson Montessori School isac- cepting resumes for… |
Sequence 5MONTESSORI AND SPECIAL EDUCATION II MONTESSORI AND SPECIAL EDUCATION: AN EVOLVING RELATIONSHIP… |
Sequence 8promotes various Multisensory Structured Language Programs with a long history of success, all compatible with Montessori… |
Sequence 11JOYFUL ENGAGEMENT: A SPECIFIC LENS FOR OBSERVATION IN MONTESSORI PRIMARY AND ELEMENTARY ENVIRONMENTS by Paula Leigh-Doyle… |
Sequence 18will say that we are acting too early when we raise questions at the primary level. However, [ find that the observations of… |
Sequence 28Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 47suspected of having a particular learning difference, learning dis- ability, or other special need. The leadership has focused… |
Sequence 54Horner, Jack. "The Extraordinary Characteristics of Dys- lexia." Perspccti,•es 011 Ln11g11nge n11d Literacy… |
Sequence 154gram Director. The Elementary and Adolescent Program Director works collaboratively with all el- ementary and adolescent… |
Sequence 155school. Join a highly motivated, experienced and collaborative team of Montessori teachers in our Adolescent Community for… |
Sequence 252246 The NAMTA Journal • Vol. 39, No. 2 • Spring 2014 day school. Join a highly motivated, experienced and collaborative team… |
Sequence 153145 MacDonald • Becoming a Scientific Observer This is true for all ages, and for all manner of behaviors. Montessori… |
Sequence 165157 MacDonald • Becoming a Scientific Observer of some piece of knowledge, they get bored and they lose interest. (And we… |
Sequence 179171 MacDonald • Becoming a Scientific Observer references Doyle, Arthur Conan. “The Adventure of the Copper Beeches.” The… |