| Jn the movie The l11credibles, the sister of Dash, a third-grader, says
to him in response to his ambitions, "… |
| Special ea n refer to the con-
dition of being outstanding
in a certain capacity. The
term is valid in thatthechil-
dren we… |
| This is why an integration of the special needs child in a class of
normal children is possible.
Montessori tells us that
It… |
| opening up toward interests that give life to their intelligence, to
witness the happiness that comes to them through every… |
| l was possessed by this inspiration, and I believed that
at the start the teaching material had to be associated
with the… |
| THE ATTITUDE
OF THE ADULT
Today, there is much talk about finding oneself, about getting an
identity. In his book on Mother… |
| adult, out of a misguided sense of love, the OMBIUS, says, "It is hard
for you; let me do it for you."
In… |
| deficient children we have to find the exact thing which will
correspond to the needs of the child. ("The Education… |
| Montessori has many observations on this fact. Our prepared
environments encourage young children's movement to use their… |
| Johnson and Myklebust tell us that children with a disturbed
spatial perception find it difficult to learn from everyday… |
| writing.
However,
Montessori, from her ob-
servations of children,
gives us an opposing
viewpoint, which most
people are… |
| PSYCHOLOGICAL
SUPPORT THROUGH INCLUSION
We have also to be aware that emotional problems can delay or
damage the learning… |
| a Ii ty, which Montessori terms psychic devinl ions. In The Secret 0JCl1i/d-
!,ood, Montessori tells us that deviations… |
| practice. It is this practice period that is very important in the years
three to six. Presentation, repetition, practice.… |
| EMOTIONAL
INTELLIGENCE
The new brain research talks about EQ as opposed to IQ. EQ does
not show up on an IQ test. EQ is a… |
| throughout the day. A long uninterrupted work period re-
spects the needs of all children.
·Children should begin the school… |
| MARIA MONTESSORI:
SPECIAL EDUCATOR;
THE PREPARED
ENVIRONMENT:
A DIAGNOSTIC LEARNING LABORATORY
What does Montessori offer… |
| ARE WE A "SCHOOL"
OR A "SCIENTIFIC
LEARNING LABORATORY"?
Dowe view orrefer to ourselves… |
| The tasks of the child between three and six can be summarized
as follows: functional adaptation (activities found in the… |
| cate weakness, but is a sign of dedication to meeting the needs of the
individual child. If you have concerns about an… |
| psychiatry, and anthropology. The Montessori understanding of the
child offers a broad vision of education as an aid to life… |
| Montessori principles and practices, which are true and appli-
cable for all humans in their development. Dr. Montessori'… |
| Dr. Montessori understood the importance of training of the senses.
The Montessori signature sensorial materials are soundly… |
| difficulty in fine motor skills that can be seen in tying, pouring,
handling utensils, cutting, coloring, and later in writing… |
| A child learns through her five senses of sight, hearing, feel, smell,
and taste. The eyes, ears, skin, nose, and tongue bring… |
| • a concentration on the specific labels for people, objects, and
ideas and their attributes and functions, which foster oral… |
| 11ity, ns well as help Stacy bring her belrnvior more closely in Ji11e wit!, the
wsto111s of our time and pince ns related to… |
| com111unity. Sooner or later their children would enter competitive prep
schools and universities. How would their children… |
| To the extent that Montessori's work is known outside the
Montessori world, it is seen as a pioneering effort toward a… |
| practice tl1e skills site was /eami11g, and to 111ake a real co11trib11tio11 to her
co11111111nity me111bers.
Iliad allowed… |
| unintended ecological consequences of modern agricultural tech-
niques: "We have never known what we were doing,… |
| This is to say that children are always learning and always
creating the pre-conditions for their next learning. Learning is… |
| So, over time, Bernie sited ti,e anxious n11d constricti11g structures lte' d
squeezed l1i111self into d11ri11g his one… |
| cookie cutter floor plan, factory outlet furnishings, and no view.
Such a dwelling is no place to house an Einstein, a da… |
| Seth's Story
Seti, was a young adolescent in our middle sc!,ool. He had a quick temper,
which he struggled to master. He… |
| it ever larger; that they can
accomplish
big things
through cooperation that
they could not do alone;
that they can find… |
| WHOLE-SCHOOL APPROACHES TO
MONTESSORI SPECIAL EDUCATION
by Paula Leigh-Doyle, Jacquie Maughan,
and Maura Joyce… |
| Administrators must foster a nonjudgmental
environment, a community of humility, openness,
receptivity to new information,… |
| That taught me quite a bit. The first thing! learned was that we
were starting to support students in parallel lives. We have… |
| students who can't hear and process and write at the same time need
to develop a system where somebody else can take… |
| FUNDING SPECIAL NEEDS PROGRAMS
MAURA JOYCE
Paula, Jacquie, and l all work at schools that we would call
large in the… |
| Then we started the writing process. We needed to tell them in a
language that they could understand, and I say this with all… |
| to 5 years old. First Contact screens children in our Toddler
(ages 18 months to 2½ years) and Primary (ages 2½ to 5 years)… |
| This approach has also presented some challenges. One is that
when we screen children across the board, we've had to be… |
| children. If you look at how much a child with a lot of services costs
you a year, it's astronomical. So we're… |
| hundred years without special education staffs. So even though the
sophistication of information-specialized
information-is… |
| MONTESSORI AND EMBODIED EDUCATION
by Kevin Rathunde
Veteran NAMTA researcher Kevin Ratllllnde sees 111i11d-body integration… |
| because it facilitates student experiences of deep engagement and
interest that have been referred to as flow (… |
| The point of these introductory observations on disembodied
education is not, of course, to dis pa rage the use of language or… |
| feeUngs of interest and wonder because such states animate intelli-
gence and allow the mind to accomplish intellectual work… |
| children's spontaneous and deep concentration was the natural state
of childhood and the essence of being human. E.M.… |
| Montessori referred to children who possessed habits of deep
concentration (i.e., those who had repeated flow experiences) as… |
| person's attention, concentration,
and overall experience (see
Rathunde & Csikszentmihalyi,
"The… |
| Balancing Skills and Cltallenges
The first important aspect of a prepared school environment is
finding the appropriate… |
| was doing, could be enough to disturb concentration. She added, "If
a child begins to work with the motive of… |
| materials that a child can actively explore, and often introduces them
with a demonstration rather than a lecture. The teacher… |
| dimensions was associated with full attention and flow experience;
whereas families that were supportive but not challenging,… |
| proaches. A third aspect of the prepared school environment-the
importance of connecting body and mind-better
fits this… |
| Montessori was an early
practitioner of embodied educa-
tion. She thought that the most
important path to a child's… |
| in early childhood. Montessori comments, "By multiplying sense
experiences and developing the ability to evaluate the… |
| soul of a child to stimulate imagination and interest: "What he learns
must be interesting, must be fascinating. We… |
| example, the Montessori schools focused on deep concentration and
were imbued with a philosophy of intrinsic motivation,… |
| It was hypothesized, consistent with the argument in this chapter,
that students in Montessori middle schools would report… |
| 1n
~
a
r
a
n
t
29
21
13
■ .\lonte~~on
Traditional
I ltAh ,\lorn·a11on High .\l011,,tmn
I ltp,h Imrort~n«
Lo&… |
| tial focus of Montessori education pays off in terms of student expe-
rience. The school practices were apparently in line… |
| ties, a combination that allows cognition (e.g., cri tica I thinking) to be
informed and inspired by felt emotion. He further… |
| Experience." Applied Develop111e11ta/ Science 5 (2001): 158-
171.
Rathunde, K. "Family Context and Talented… |
| and beyond. He challenged us to maintain our own "intense intellec-
tual lives," because otherwise we run… |
| Bachelor's degree, U.S. resident,
preferred candidates will have
ability to communicate & collabo-
rate w /… |
| The ideal candidate will have a
BA in a core subject area; AMI train-
ing; Montessori teaching experience,
sh:… |