Search Inside Documents
Displaying results 10601 - 10700 of 40617
Sequence 16the power of self-direction increasing by degrees in the sum these of successively repeated acts, are the stout little… |
Sequence 17Montessori, Maria. From Childhood to Adolesce11ce. 1948. Rev. ed. Trans. A.M. Joosten. Oxford: Clio, 1996. Montessori, Maria… |
Sequence 1EARLY INTERVENTION ON A LARGE SCALE by Arthur J. Rolnick and Rob Grunewald It is rare that n top official at fl,e Federal… |
Sequence 2From birth until about the age of five, a child undergoes tremendous development. If this period of life includes support… |
Sequence 3undergoes tremendous development. If this period of life includes support for growth in language, motor skills, adaptive… |
Sequence 4provide scholarships for children in low-income families who aren't able to afford a quality early childhood program.… |
Sequence 5tuition or would be lay- ered on top of existing pri- vate and public funds, such as child-care subsidies, to enhance… |
Sequence 6INVESTING IN EARLY CHILDHOOD All but a dozen states now offer some form of state-financed preschool education. But funding… |
Sequence 7• Illinois' Chicago Child-Parent Centers served 1,500 children. Participants have been followed to age twenty. How did… |
Sequence 1MONTESSORI AND THE SPECIAL NEEDS CHILD The success of Montessori schools in meeting children's indi- vidual needs… |
Sequence 2MONTESSORI AND SPECIAL EDUCATION MONTESSORI AND THE SPECIAL NEEDS CHILD ........................................... 1 by… |
Sequence 1Nimal Vaz 2 The NAMTA Journal • Vol. 33. No. 2 • Spri11g 2008 |
Sequence 2THE SPECIAL NEEDS CHILD FROM THE MONTESSORI PERSPECTIVE by Nimal Vaz Ni ma! Vaz's prese11tatio11 of Mo11tessori's… |
Sequence 3Jn the movie The l11credibles, the sister of Dash, a third-grader, says to him in response to his ambitions, "… |
Sequence 4Special ea n refer to the con- dition of being outstanding in a certain capacity. The term is valid in thatthechil- dren we… |
Sequence 5This is why an integration of the special needs child in a class of normal children is possible. Montessori tells us that It… |
Sequence 6opening up toward interests that give life to their intelligence, to witness the happiness that comes to them through every… |
Sequence 7l was possessed by this inspiration, and I believed that at the start the teaching material had to be associated with the… |
Sequence 8THE ATTITUDE OF THE ADULT Today, there is much talk about finding oneself, about getting an identity. In his book on Mother… |
Sequence 9adult, out of a misguided sense of love, the OMBIUS, says, "It is hard for you; let me do it for you." In… |
Sequence 10In working with the parents of the special child, we have to acknowledge their disappointment. Many times we need to assess… |
Sequence 11deficient children we have to find the exact thing which will correspond to the needs of the child. ("The Education… |
Sequence 12Montessori has many observations on this fact. Our prepared environments encourage young children's movement to use their… |
Sequence 13Johnson and Myklebust tell us that children with a disturbed spatial perception find it difficult to learn from everyday… |
Sequence 14writing. However, Montessori, from her ob- servations of children, gives us an opposing viewpoint, which most people are… |
Sequence 15have suffered a stroke, and both have been associated with lesions in the brain. To speak as well as to write assumes not only… |
Sequence 16PSYCHOLOGICAL SUPPORT THROUGH INCLUSION We have also to be aware that emotional problems can delay or damage the learning… |
Sequence 17a Ii ty, which Montessori terms psychic devinl ions. In The Secret 0JCl1i/d- !,ood, Montessori tells us that deviations… |
Sequence 18practice. It is this practice period that is very important in the years three to six. Presentation, repetition, practice.… |
Sequence 19EMOTIONAL INTELLIGENCE The new brain research talks about EQ as opposed to IQ. EQ does not show up on an IQ test. EQ is a… |
Sequence 20throughout the day. A long uninterrupted work period re- spects the needs of all children. ·Children should begin the school… |
Sequence 21We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 22Montessori, Maria. The Secret of Childhood. Trans. Barbarn Barclay Carter. Bombay: Orient Longmans, 1936. Muggeridge, Malcolm… |
Sequence 1Peter L. Stavinoha 24 The NAMTA Jo11r11a/ • Vol. 33, No. 2 • Spring 2008 |
Sequence 2THE SPECIAL NEEDS CHILD FROM THE N EUROPSYCHOLOGIST' S PERSPECTIVE by Peter L. Stavinoha Dr. Stavinoha uses his… |
Sequence 3All learning results from the transaction between the child and her experience of the stimuli in her environment. In other… |
Sequence 4tion of the neuropsychologist. Instead, it is when someone, often parent or educator, perceives that there is a problem that… |
Sequence 5more general conclusions about that child's functioning in everyday life. In other words, a well-constructed test should… |
Sequence 6important areas. Similarly, ifother factors that commonly affect learn- ing and memory, such as attention, motivation, and… |
Sequence 7GOALS FOR NEUROPSYCHOLOGICAL EVALUATIO When a child is undergoing neuropsychological evaluation, the neuropsychologist… |
Sequence 8is not meeting classroom demands as well as how the child com- pares to other typical children within that environment. For ex… |
Sequence 9eligibility for accommodation that do not necessarily add to the broad understanding of the child's performance. Finally… |
Sequence 10can link to a template for intervention, as certain interventions have been scientifically validated as effective for certain… |
Sequence 11nosis for their child with the sole goal of eligibility for accommoda- tions to give their child academic advantage. Yet these… |
Sequence 12assessment and development of intervention plans. The neuropsycho- logical evaluation is a dynamic and deductive process by… |
Sequence 13For example, a common reason for referral is that the child is observed to be quite vulnerable to distraction and to have… |
Sequence 14neuropsychologicaJ testing with the child. Most often, both methods are employed to identify the genesis of the reported… |
Sequence 15Clearly if scientifica II y va Iida ted intervention paradigms exist that have proven beneficial for students with specific… |
Sequence 16the special needs child should apply a "cost-benefit" method of analyzing potential intervention paradigms… |
Sequence 17has the opportunity to provide experience that is appropriate to enhance the child's functioning. For example, because… |
Sequence 18op.ing into an independent, resilient, and well-functioning adult, each of us is given countless opportunities for… |
Sequence 1Charlene S. Trochta and student -n The NAMTA Jo11mal • Vol. 33, No. 2 • Spring 2008 |
Sequence 2LEARNING DIFFERENCES OR LEARNING DISORDERS? MEETING AUTHENTIC NEEDS OF THE THREE-TO-SIX CHILD by Charlene S. Trochta… |
Sequence 3range of what 'normal behavior' is before you are able to understand and look for 'differences."… |
Sequence 4B.F. Skinner promoted a theory called opera11t conditioning or behnvior modificntion. This theory was not concerned with what… |
Sequence 5"Mainstreaming," or the inclusion of "identified special needs chil- dren" into regular… |
Sequence 6Montessorians should recognize this skill as the same way we help a child to develop through oral sound games, which are the… |
Sequence 7MARIA MONTESSORI: SPECIAL EDUCATOR; THE PREPARED ENVIRONMENT: A DIAGNOSTIC LEARNING LABORATORY What does Montessori offer… |
Sequence 8ARE WE A "SCHOOL" OR A "SCIENTIFIC LEARNING LABORATORY"? Dowe view orrefer to ourselves… |
Sequence 9The tasks of the child between three and six can be summarized as follows: functional adaptation (activities found in the… |
Sequence 10must observe carefully and hesitate to jump to conclusions. Tn special education, and also in preparing an IEP, one first must… |
Sequence 11• Insure that the child's indirect prepnration has been adequate and that you are following sequences of activities, if… |
Sequence 12cate weakness, but is a sign of dedication to meeting the needs of the individual child. If you have concerns about an… |
Sequence 13Gopnik, Alison, Andrew l\. Mdtzoff, & P,1trici,1 K Kuhl. The Sctl'lllisl i11 lhl' Crib: /\fords, Brains,… |
Sequence 1MONTESSORI INTERVENTION IN THE ELEMENTARY: A COMPREHENSIVE APPROACH by Jennifer Bloch-Garcia and Sonya Maslenikov Jennifer… |
Sequence 2Every year, there are a percentage of students entering lower elementary having not yet learned to fluently decode. We agreed… |
Sequence 3The RTI model frames an approach for schools to serve students' learning needs in three tiers (see Figure 1). Tier one of… |
Sequence 4After RTI tier one, the learning specialist then begins to collabora tc with teachers to apply RTl tier two strategies, which… |
Sequence 5elements and sight words that they were working on at school during their nightly reading time. Also, the learning specialist… |
Sequence 6For students receiving tier three services, the school works to coordinate those services so that the student's life and… |
Sequence 7APPENDIX: CASE STUDIES The six forms that follow show how two students received help through Response to Intervention and… |
Sequence 8Student llistory Confidential :'fame: T Lower Elemental)' - Second ye:1r Testing: Progr.:ss tracked by knnic… |
Sequence 9Name: T - pper Elementary Testing: Student History Confidential Progress tracked by Jennie since kindergarten Worked with… |
Sequence 10N:unl': T :'lliddll' School Testing: Studl'nt Histor~· Confidential Progress tracked by Jennie since… |
Sequence 11Student History Confidential :\'amc: f.: Lower Ekmcnt:1ry - Second )'ear Testing: Tested by knnic. Rcading and… |
Sequence 12Studl'nt History Confidential Name: K Uppc-r Ekmc-ntary- fifth year Testing: Tesfod by Jem1i.:. Reading an:rage but… |
Sequence 13Student llistory Confidential Naml': K Middll' school - t•lj!hth yea,· Testing: Tested by Jennie. Rcading average… |
Sequence 1Monica Sullivan-Smith John F. Erhart 68 The NAMTA Jo11ma/ • Vol. 33, No. 2 • Spring 2008 |
Sequence 2MONTESSORI AND CHILDREN WITH AUTISM SPECTRUM DISORDERS by Monica Sullivan-Smith Monicn S11llivan-S111itlz describes an… |
Sequence 3psychiatry, and anthropology. The Montessori understanding of the child offers a broad vision of education as an aid to life… |
Sequence 4Montessori principles and practices, which are true and appli- cable for all humans in their development. Dr. Montessori'… |
Sequence 5child. fn working with the child with AS, we view the difference as being 11or111a/ i11 the first stage of develop111e11t. The… |
Sequence 6Through MIP, we developed a program for adolescents with AS called the Prelude to Inclu- sion(\ which embraces the… |
Sequence 7Dr. Montessori understood the importance of training of the senses. The Montessori signature sensorial materials are soundly… |
Sequence 8MIP, Dr. Erhart and I are continuing to identify and further develop appropriate and effective resources to help the… |
Sequence 1Joyce S. Pickering 76 The NAMTA Jou ma/ • Vol. 33. No. 2 • Spring 2008 |
Sequence 2MONTESSORIANS HELPING CHILDREN WHO LEARN DIFFERENTLY by Joyce S. Pickering Joyce Pickering analyzes tlJe possible areas of… |
Sequence 3teacher can present materials to the at-risk child one-to-one, as Montessori frequently mentioned was crucial with this… |
Sequence 4structured language activities, a reading corner, a listening center, a record player with earphones, and possibly activities… |
Sequence 5child, to join her either at a small table or at a mat placed in an area on the carpet. Every presentation includes these… |
Sequence 6After he has completed the exercise, she shows him the steps for returning the work to the shelves or area of the room where… |
Sequence 7second or two at the beginning of a year but may extend to five to ten minutes or longer by the end of a year. As meditators… |
Sequence 8difficulty in fine motor skills that can be seen in tying, pouring, handling utensils, cutting, coloring, and later in writing… |
Sequence 9presented to him but appears to lose the pattern as he goes and often drifts through a task in a haphazard, trial-and-error… |
Sequence 10PERCEPTION The average child in the Montessori classroom is able to match and discriminate sensory information that relates… |
Sequence 11A child learns through her five senses of sight, hearing, feel, smell, and taste. The eyes, ears, skin, nose, and tongue bring… |
Sequence 12perceiving basic shapes is not "ready" for the discrimination of the language symbols a and o. The… |
Sequence 13child. In some cases a card file is constructed, with pictures of the materials for the child's use that day. After… |
Sequence 14anger, a tendency to give up or do it as fast as possible, or cheat, or avoid a difficult task are not necessary when the… |
Sequence 15have a limited vocabulary and difficulty expressing herself in sentences and conversation. The Montessori system proves… |