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Sequence 16receptive language (Does the child know it if she names it?), and at the Recall level she checks the child's expressive… |
Sequence 17to the patterns of the language in some organized and sequential way. A few linguistically talented children can read at the… |
Sequence 18By this time the average student is copying the sandpaper letters in various writing activities and often spontaneously begins… |
Sequence 19MATHEMATICS The average child chooses a variety of math activities moving from the simpler to the more complex materials. She… |
Sequence 20half (10 cm.) is red, half blue. The rods continue to increase in length and the number of red and blue sections up to the ten… |
Sequence 21each rod. Usually at the same time as this introduction to numerals, the sandpaper numerals are also being presented. In this… |
Sequence 22• pre-writing and writing practice with a multi-sensorial tech- nique, and -language presentations modified with techniques… |
Sequence 23• a concentration on the specific labels for people, objects, and ideas and their attributes and functions, which foster oral… |
Sequence 24accepted their differences in their weak areas. Their concept of them- selves as a learner and a person remained intact.… |
Sequence 1John R. Snyder Donna Bryant Goertz I 00 The NAMTA Joumal • Vol. 33. No. 2 • Spri11g 2008 |
Sequence 2SUPPORT AND ENGAGEMENT FOR ALL STUDENTS by John R. Snyder and Donna Bryant Goertz Donna Bryant Coertzn11d John S11yder… |
Sequence 3many teachers and schools simply do not want to work with the chi.ldren that we label "special needs" chil… |
Sequence 4Stacy's Progress, and Her Parents' I was always frank with the parents about Stacy's 111zus11ally slow… |
Sequence 5from !,er earliest years, she would 11ever surpass third grade level in any of !,er sclwol subjects, but site had been able to… |
Sequence 611ity, ns well as help Stacy bring her belrnvior more closely in Ji11e wit!, the wsto111s of our time and pince ns related to… |
Sequence 7com111unity. Sooner or later their children would enter competitive prep schools and universities. How would their children… |
Sequence 8A F1RM PLACE TO STAND There is in the Montessori movement a strong strain of conserva- tism-conservatism in both the best… |
Sequence 9To the extent that Montessori's work is known outside the Montessori world, it is seen as a pioneering effort toward a… |
Sequence 10The Young Mediator's Story She's too young, I tho11gltt, and too new to tlte co111111u11ity. What's she doing… |
Sequence 11practice tl1e skills site was /eami11g, and to 111ake a real co11trib11tio11 to her co11111111nity me111bers. Iliad allowed… |
Sequence 12unintended ecological consequences of modern agricultural tech- niques: "We have never known what we were doing,… |
Sequence 13Over the weeke11d, she desig11ed a special space for getting a dri11k of water. She provided n I my just the size for thirty-… |
Sequence 14This is to say that children are always learning and always creating the pre-conditions for their next learning. Learning is… |
Sequence 15escalate quickly into anxious anger-very quickly. He /rad already been through two changes of 111etlzod in going from his… |
Sequence 16I spent n good bit of til/le showing nnd telling Bernie what we would do instead, under each of these circw11stnnces. This… |
Sequence 17So, over time, Bernie sited ti,e anxious n11d constricti11g structures lte' d squeezed l1i111self into d11ri11g his one… |
Sequence 18cookie cutter floor plan, factory outlet furnishings, and no view. Such a dwelling is no place to house an Einstein, a da… |
Sequence 19particularities Lilia had introduced to him about how to carry it out. This worked well as long as Lilia made it a point to… |
Sequence 20Unusual Blueprints: Carson We choreograph our lives in relatio11 to our issues, first from one direction and then from… |
Sequence 21Carson's table, aski11g Anto11io as I did so if lte would allow 111e to be very puslty and i11terrnpt ltis work with a… |
Sequence 22WEATHERVANE CHILDREN Clearly, some children's self-construction proceeds with great difficulty. It seems that they find… |
Sequence 23"You're 11ot 111ea11. You're nice. You're my friend." "Well, I think /1e'l/ be… |
Sequence 24"! seen bigdecisio11 is i11 t!temnking," I said, inn cl1eer- ful lone, "and Ca/Ii nnd l1er… |
Sequence 25t1111/, nrts, n11d prncticn/-witli n vil1rn11t n11d releva11t socinl-e111otio11a/ curricu/11111 flint bnln11ced n11d e11!,… |
Sequence 26lteard used against /lie, by anyone, 11111clt less a sweet cltild! And tltis reaction seemed to be triggered simply by 111y… |
Sequence 27the subject delicately. "You didn't like being asked to let Rubi11 have his pince back. When you sat down in… |
Sequence 28across the room puzzled, when a child approached 111e saying, "Donna, do11' t go over there by t!,e laundry… |
Sequence 29Byron's Story I was s11111111011ed to t/,eoffice next to 011r classroom where I found Byro11's 111ot'1er… |
Sequence 30Byro11 agreed lltnt we sho11/d i11vite Max in to co11sult wit/111s about the dile111111n of tile too-sl10rt hnirwt and the… |
Sequence 31development is an important part of what it means to bea Montessorian. It is, perhaps, the part of Dr. Montessori's… |
Sequence 32When we look at the universal human experience of time, we see something very dif- ferent. The Greeks spoke of two kinds… |
Sequence 33Seth's Story Seti, was a young adolescent in our middle sc!,ool. He had a quick temper, which he struggled to master. He… |
Sequence 34necessary s11 pport and re111cdiatio11. Chad's parents listened and considered the advice ea refully, then opted for… |
Sequence 35He peeked out tile door into tile renr garden and listened ns n cltild de/ ivered lines fro111 atop the tree house to… |
Sequence 36around by that blue. W/Jat blue would be ringed around /Jim inn circle up by the sun?" "Oh, it's the… |
Sequence 37"Only to tlie director of admissions?" l ve11tu red. These were fn111il inr mid well-liked people wlwse… |
Sequence 38Here is a photo of two boys learning long division. (By the way, one of them has a diagnosis of learning disability.) They… |
Sequence 39it ever larger; that they can accomplish big things through cooperation that they could not do alone; that they can find… |
Sequence 40separates her approach from that of any number of effective programs for the so-called "gifted and talented,"… |
Sequence 41I wnlked bnck to the gnte with !he four- n11d five-yenr-olds who hnd nrrived enrly, tnking them two nt n time. "I… |
Sequence 42buy tlte111for myself, wouldn't you?" Now 1 was putting tlte c/1ildre11 nt ease with tlte knowledge that we… |
Sequence 43"See," T said, "lww wise and strong somebody is, nnd l10wbrnve. See !tow 111ucft fte cared about… |
Sequence 44The next time a big cousin walked by tire child, kicked him, and hurled insults at him, he pulled his twisted body 11p as… |
Sequence 45l ,10 T✓ t1. Tao t,· d1i11g. l r,rns. J,rn,cs Ll•ggc. lntcrrwt Cl,1s- sics \rchi, l' \1arch 25, 2008 <http://… |
Sequence 1Paula Leigh-Doyle Jacquie Maughan Maura Joyce 146 The NAMTA Jo11r11al • Vol. 33, No. 2 • Spring 2008 |
Sequence 2WHOLE-SCHOOL APPROACHES TO MONTESSORI SPECIAL EDUCATION by Paula Leigh-Doyle, Jacquie Maughan, and Maura Joyce… |
Sequence 3THE LENS OF JOYFUL ENGAGEMENT PAULA LEICH-DOYLE This is really an invigorating weekend, when we get so many people with a… |
Sequence 4program called Bal-A-Vis-X, overseen by an occupational therapist (seeGranke and Leigh-Doyle). This is part of our whole-… |
Sequence 5the album? Are the presentations clear enough to support indepen- dent work? How clear arc the steps, the points of interest,… |
Sequence 6are but also very specifically what the concerns are, and then parent and teacher together, along with any other specialists… |
Sequence 7Administrators must foster a nonjudgmental environment, a community of humility, openness, receptivity to new information,… |
Sequence 8sure she would listen and think about them. We must feel comfortable being open and reflecting: Is this already in our… |
Sequence 9that doesn't have a big tripod. Teachers are experimenting with using it themselves for reflection. They, and sometimes… |
Sequence 10I'm sure other people would have many other things to put inhere. Our lens again: Is the child joyful? Do they like being… |
Sequence 11A COLLABORATIVC TEAM APPROACH JACQUIE MAUGHAN I'm from Pacific Crest Montessori School in Seattle, and we're… |
Sequence 12That taught me quite a bit. The first thing! learned was that we were starting to support students in parallel lives. We have… |
Sequence 13many children, total reading and writing does start to come together at the end of the primary years. For those that we turn… |
Sequence 14accommodate those specialists' coming in to our school, so they don't all have to get on the little yellow bus and… |
Sequence 15purpose is to be able to get information about how a student is processing: where the holes are, where the difficulties are.… |
Sequence 16tutors, they can find ways to support the student's work at school as well as provide the remediation that's… |
Sequence 17students who can't hear and process and write at the same time need to develop a system where somebody else can take… |
Sequence 18dinarily hard for them, they can sometimes push through that diffi- culty. I think it also keeps them out of the vacuum; with… |
Sequence 19FUNDING SPECIAL NEEDS PROGRAMS MAURA JOYCE Paula, Jacquie, and l all work at schools that we would call large in the… |
Sequence 20school. The fact that you serve a population under the age of five puts you into this very popular area of early childhood… |
Sequence 21Then we started the writing process. We needed to tell them in a language that they could understand, and I say this with all… |
Sequence 22to 5 years old. First Contact screens children in our Toddler (ages 18 months to 2½ years) and Primary (ages 2½ to 5 years)… |
Sequence 23• Train the parents to recognize milestones • Train the teachers to better support the children in the class- room • Early… |
Sequence 24In that first year, of the ninety-five children screened, we estimate that about twenty may come up "at risk,&… |
Sequence 25knowledge of development and use that knowledge in the classroom. Of my fourteen teachers that are here today, eleven of those… |
Sequence 26This approach has also presented some challenges. One is that when we screen children across the board, we've had to be… |
Sequence 27children. If you look at how much a child with a lot of services costs you a year, it's astronomical. So we're… |
Sequence 28Hannaford. Again, a very simple, sixty-sec- ond look at a child's dominance: Are they Success for any child in… |
Sequence 29PAULA: 1 would add that I've been in your shoes twelve years ago. Stay the course. It'll be OK. r would suggest a… |
Sequence 30really delicate. L think one of the first things it's the parent's respon- sibility to do is to say, "ls it… |
Sequence 31hundred years without special education staffs. So even though the sophistication of information-specialized information-is… |
Sequence 1Mel Levine Mary-Dean Barringer 178 The NAMTA Journal • Vol. 33. No. 2 • Spring 2008 |
Sequence 2GETTING THE LOWDOWN ON THE SLOWDOWN by Mel Levine and Mary-Dean Barringer Brni11-based research is providing new strategies… |
Sequence 3How BRAIN DIFFERENCES AFFECT LEARNING Difficulties in reading and writing often stem from underlying neurodevelopmental… |
Sequence 4Meanwhile, Victor keeps forgetting what he's reading while he's reading it because he is experiencing the effects of… |
Sequence 5zation, and grammar rules as well as vocabulary words, ideas, facts, and letter formations. This is a common middle school… |
Sequence 6Through Schools Attuned, an in- novative service model and pro- fessional development program, the institute seeks to… |
Sequence 7Constructing a Neurodevelopmental Profile, continued Language. Developing lan- guage functions involves elab- orate… |
Sequence 8says:" As a trained scientist, these constructs weren't new to me. But Schools Attuned made the concepts… |
Sequence 1Kevin Rathunde 186 The NAMTA Journal • Vol. 33. No. 2 • Spring 2008 |
Sequence 2MONTESSORI AND EMBODIED EDUCATION by Kevin Rathunde Veteran NAMTA researcher Kevin Ratllllnde sees 111i11d-body integration… |
Sequence 3because it facilitates student experiences of deep engagement and interest that have been referred to as flow (… |
Sequence 4students are expected to sit quietly, listen to lectures, do homework, and focus only on the symbols and concepts they are… |
Sequence 5books, television, and computers. As these technologies have grown, so has the potential risk of disembodiment. Abram's… |
Sequence 6comments, "The mind is embodied, in the full sense of the term, not just embrained" (118). His research… |
Sequence 7The point of these introductory observations on disembodied education is not, of course, to dis pa rage the use of language or… |