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Sequence 4opment of the child's brain structure and functions. Be prepared to immediately and consistently respond to signals from… |
Sequence 5sess the ability to distinguish between what is real and what is not. Ideally, your child's room would have four areas:… |
Sequence 68. Prepare yourself for the birthi11g of your child. You may want to consider taking a birthing class and think about your… |
Sequence 7and motor development). Experiences during these early years will permanently shape the circuitry of the child's brain… |
Sequence 814. Build n secure a11d loving relationship with your baby by handling him gmtly, talking to him as you move through the day,… |
Sequence 9by room. As your child shows an interest in moving, integrate items that entice movement such as a ball or walker wagon. Use a… |
Sequence 10to another language: (a) have parents, caretakers, teachers, and oth- ers speak in their mother tongue and maintain… |
Sequence 11shoeboxes labeled with pictures. Include only a few seasonal selections in every category of clothing (e.g., pants, shirts,… |
Sequence 12toilet and having a potty ring on the toilet seat to narrow its opening. Have small towels for bathing on hooks at your child… |
Sequence 1327. Provide limits and structure for your child. For your child to feel secure, he must experience clear, consistent, and… |
Sequence 14floor, folding clothes, and watering plants. Showing your child how to participate as a productive member of the family and… |
Sequence 1535. Have an area for developing large motor skills. You may want to consider the following: obstacle courses, balance beams,… |
Sequence 1MONTESSORI AND SPECIAL EDUCATION: AN EVOLVING RELATIONSHIP by David Kahn Montessori a11d Special Education II is NAMTA'… |
Sequence 2promotes various Multisensory Structured Language Programs with a long history of success, all compatible with Montessori… |
Sequence 1Paula Leigh-Doyle 4 The NAMTA Journal • Vol. 34, No. 2 • Spring 2009 |
Sequence 2JOYFUL ENGAGEMENT: A SPECIFIC LENS FOR OBSERVATION IN MONTESSORI PRIMARY AND ELEMENTARY ENVIRONMENTS by Paula Leigh-Doyle… |
Sequence 3What can we offer the child for whom the outcomes of normalization seem to be blocked? I do not believe that any child gets… |
Sequence 4tenacity; joyful and empathetic responses toward others; and all the other characteristics of a normalized child. All of these… |
Sequence 5not closed or blinded by dogma, biased by our own agenda, rigid in our own belief system, nor arrogant at the expense of a… |
Sequence 6Montessori challenges us to wait and trust the child's develop- ment within our given optimal conditions. She emphasizes… |
Sequence 7• untimed tests • regular acknowledgement for the student's efforts • teaching organization strategies such as the use… |
Sequence 8stem, triggered by higher hormonal reactions. Such a child may seek out a much higher level of input as his homeostasis.… |
Sequence 9will say that we are acting too early when we raise questions at the primary level. However, [ find that the observations of… |
Sequence 10barrows with resistant loads, walking the labyrinth. At Hershey, we moved our library book bin far away from the library and… |
Sequence 11for putting many objects in the mouth; sour lollipops or other spicy, more nutritious, crunchy food can aid concentration… |
Sequence 12anything already in the environment can serve the same purpose, and where the item fits in Montessori theory. In addition,… |
Sequence 13you about their weekend. For the left- or logic-dominant, you may be sorry you did, because the flood of never-ending,… |
Sequence 14Hannaford suggests brief, specific cross-hemispheric exercises a child or adult can do prior to a stressful activity, based on… |
Sequence 15• • • • 18 I imposed "silent reading time" because the communication between the students during paired… |
Sequence 16The teacher's level of understanding and experience can have a profound effect on her ability to make accommodations for… |
Sequence 17processing delays. Montessori observers should be able to recog- nize these blocks and thus support or refer for target… |
Sequence 18Csikszentmihalyi, Mihaly. Flow: Tl,e Psychology of Optimal £xperie11ce.New York: Harper & Row, 1990. Davis, Ronald D… |
Sequence 19Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 1Charlene S. Trochta 24 The NAMTA Journal • Vol. 34, No. 2 • Spring 2009 |
Sequence 2OBSERVATIONS: WHAT Is SEEN? WHAT DoEs IT IMPLY? WHAT CAN BE DONE? by Charlene S. Trochta Charlene Trochta revisits core… |
Sequence 3learning disorder or disability. They can be a normal adjustment to a new environment, an indication of an individual learning… |
Sequence 4need to return to our training lectures about how to start a new class and follow those guidelines. Beginning a new year… |
Sequence 5who enjoyed polishing, but never stayed with it long, the "magic" material was a tarnished, old-fashioned… |
Sequence 6expected outcome. Thus, for some, we may need to demonstrate, at first, other ways to explore some of the activHies. However,… |
Sequence 7age-appropriate norms. Since that time, 1966, that has proven to be true many times and allowed me to be more patient with… |
Sequence 8next? If so, what he was demonstrating was not an inability to con- nect symbol to name, but an inability in visual memory of… |
Sequence 9game Ryan already knew. He quickly caught on, so the next step was the object box. This choice demonstrated that he was able… |
Sequence 10Morgan had similarities to Todd, but it wasn't until his third year with us that we were able to find the cause. The… |
Sequence 11What may be relevant to share are our observations of how Levi had adjusted to his class in the short time he was in the… |
Sequence 12day, explaining and demonstrating what to do. At our Casa, two or three children may have snack at a time. By this time,… |
Sequence 13of special needs, especially during this period. This is a time of dynamic formation of the brain and of mental faculties and… |
Sequence 1Barbara Kahn 38 The NAMTA Journal • Vol. 34, No. 2 • Spring 2009 |
Sequence 2TUTORING WITHOUT CRUTCHES: EXTRA SUPPORT AND INCLUSION FOR THE OLDER MONTESSORI CHILD WITH LEARNING DIFFERENCES by Barbara… |
Sequence 3It is a gift to work at the Hershey Montessori School Adolescent Program on the Farm, because the hundred acres of farm,… |
Sequence 4suspected of having a particular learning difference, learning dis- ability, or other special need. The leadership has focused… |
Sequence 5responsibility for remediation, the dassroom teachers aren't doing their jobs. The math teachers provide a great deal of… |
Sequence 6,------------------------------------- -- disability feels pain and knows they are different. I'm perceived as a grand… |
Sequence 7computers on student writing. They found, rather predictably, that "on average, students who use computers when… |
Sequence 8munity. Her pride was enormous and she hated being singled out as needing extra help. Often I would spend half our time… |
Sequence 9skill level of a student, I discuss optional projects. Could they write one well-developed paragraph, create a fabric banner,… |
Sequence 10on the lookout for books with a wide variety of cultural, linguistic, and demographic populations to add to our library.… |
Sequence 11Horner, Jack. "The Extraordinary Characteristics of Dys- lexia." Perspccti,•es 011 Ln11g11nge n11d Literacy… |
Sequence 12:j ~ ~ ~ ~ ~ ::: ~ ~ '° (/) II) 3 "O (D en i:: c. (!) a )> rJ) rJ) ~ II) :, (… |
Sequence 13u, (/) 0 "' 3 "O ro :::l (/) ~ c ~ c. (l) 3. ~ )> ~ en en ;;;· g' iii… |
Sequence 14:j ~ ~ ~ ;;i ~ ;:; ~ V1 en DJ 3 "O 15" en c a. (D ;:?. )> (/) (/) iii"… |
Sequence 15VI (/J r IV Ill ;;:! !I ~ ~ C a. (1) ~ ~ ~ )> (/) (/) '-- iii' ~ iu ~ :, 0 (1) ~ ::Q… |
Sequence 1Anita Koenig 54 The NAMTA Jo11mal • Vol. 34, No. 2 • Spring 2009 |
Sequence 2INDIVIDUALIZED SPECIAL EDUCATION AND INCLUSION FOR THE OLDER MONTESSORI CHILD by Anita Koenig Anita Koenig Jias a wide… |
Sequence 3success and build from those experiences. The more they progress in little steps, the more they will be motivated to I.earn.… |
Sequence 4education teacher enters the classroom, he or she can check the log to see if there is anything to be aware of and also… |
Sequence 5to do for follow-up work? Most students with special needs require some assistance with keeping track of their completed work… |
Sequence 6When assisting a student to come up with an introduction, I have found it best to begin with a question to capture the… |
Sequence 7READING Students should read aloud every day and be given feedback on their accuracy, fluency, and expression. They should… |
Sequence 8happened during the day. We will discuss them together and then rip up the paper so he does not fixate on them. Observe a… |
Sequence 9supports for cultivating the desired behavior, such as role playing appropriate ways to handle a situation or writing… |
Sequence 1K. Michelle Lane 64 The NAMTA Journal • Vol. 34. No. 2 • Spring 2009 |
Sequence 2A MONTESSORI APPROACH TO AUTISM by K. Michelle Lane Miclte//e Lane founded n school tltat serves c!tildren so severely… |
Sequence 3Taking measurements of the head, the stature, is, to be sure, not in itself the practice of pedagogy. But it does mean that we… |
Sequence 4We do not know the cause of autism, but we believe that there must be a genetic disposition that is being triggered by the… |
Sequence 5This is why the Montessori method, which was devised for a typical child, needs some adaptation for a child on the spectrum.… |
Sequence 6Children with autism tend to be visual learners and do well in structured environments. We need to ensure the child has an ap… |
Sequence 7As teachers, I believe our main goal is to bring out the best .in all children. I will leave you with a quote from Elizabeth… |
Sequence 8Books RESOURCES Chance, Paul. First Course /11 Applied Beh11vior A1wlysis. Pacific Grove, CA: Brooks/Cole Publishing, 1998… |
Sequence 9Howlin, Patricia. CJ,i/dre11 wit!, A11tis111 and Asperger Syn- dro11,e: A C11ide for Practitioners and Carers. New York:… |
Sequence 1Steven J. Hughes 74 The NAMTA Journal • Vol. 34. No. 2 • Spring 2009 |
Sequence 2MONTESSORI EDUCATION, NEUROPSYCHOLOGY, AND THE CHILD WITH SPECIAL NEEDS: REFERRAL, ASSESSMENT, AND INTERVENTION by Steven J… |
Sequence 3usual) talking about child development, and the beautiful way in which Montessori education meets all the needs of a child.… |
Sequence 4sional, somebody who may do an evaluation on a child in your care. I hope to bridge a bit of the traditional Montessori… |
Sequence 5sampling all the sort of cognitive tasks that brains need to do, and I have to say that the number of things we can measure is… |
Sequence 6your training about how long it takes a child to master a pink tower, etc. You've got a really thorough developmental… |
Sequence 7developed by measuring heights and weights of many, many chil- dren to establish what is typical at, say, thirty months of age… |
Sequence 8Reaction time for Test of Variables of Attention 900 I 800 700 I 600 SOO 400 300 1------ 200 100 + Figure 3. Reaction… |
Sequence 9Figure 4. The bell curve. about as tall as others of the same age or gender; some are extraor- dinary in one direction or the… |
Sequence 10The reason that most parents are not good at judging "normal" is pretty clear: Most parents know one or two… |
Sequence 11ropsychological clinic. When we do a full-on neuropsych evaluation, it is a major enterprise. lt is two, half-days of testing… |
Sequence 12don't have access to EEG equipment, and I don't know how to read an EEG, anyway. As a neuropsychologist, that'… |
Sequence 13So, whom should I ask for help with these questions? Well, these are the usual suspects: • a physician • a child… |
Sequence 14to be a general consultant for this kind of thing. I've tried to foster some relationships between local pediatric… |
Sequence 15• fine motor skills • visual-motor integration • mood • personality • parent/teacher information • review of relevant… |
Sequence 16others, previous test results-IQ, academic, learning, memory, attention-and then we'll integrate these findings into a… |
Sequence 17problems; turns out it wasn't about the anxiety. Well, let's reconsider what the primary model should be. That'… |
Sequence 18For people who are not in the medical or psychological world, to say disability or disorder feels awfully harsh, doesn't… |
Sequence 19• Significant discrepancy between overall cognitive ability (i.e., IQ) and achievement (a standardized academic achieve- ment… |
Sequence 20• persistent letter and number reversals • poor reading • persistent confusion about directions and time (right-left, up-… |
Sequence 21Learningdisabilitiescan affect some or all of the following domains: reading, attention, or language (articulation,… |