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Sequence 1418 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 tion with feedback and modeling of techniques from an expert to an… |
Sequence 1519 Shanks • Building the Inclusive Montessori School the continuing success of inclusive endeavors over the past thirty… |
Sequence 1620 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The equivalent for ages birth to three is an Individualized Family… |
Sequence 1721 Shanks • Building the Inclusive Montessori School In this case, the goal and benchmarks are very similar. The only… |
Sequence 1822 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 If examined carefully, it is clear that this annual goal and its… |
Sequence 1923 Shanks • Building the Inclusive Montessori School awful conditions in state institutions, were suddenly able to learn… |
Sequence 2024 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Since the Montessori method is so aligned with the embedded learning… |
Sequence 2125 Shanks • Building the Inclusive Montessori School This set of nesting button bags is high in visual contrast be- cause it… |
Sequence 2226 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 the buttons and buttonholes, to stand out. In simple terms, reducing… |
Sequence 2327 Shanks • Building the Inclusive Montessori School and conversationally. During this one activity, Isabel is practicing… |
Sequence 2428 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 expression and changes in body tone, we must teach that mode of… |
Sequence 2529 Shanks • Building the Inclusive Montessori School As we have watched friendships grow, a distinct pattern almost always… |
Sequence 2630 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Scott say anything about the fact that he was handicapped. I am just… |
Sequence 2731 Shanks • Building the Inclusive Montessori School ready to answer questions as they arise because questions represent… |
Sequence 2832 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 For example if a child asks, “Why can’t he talk?” The adult might… |
Sequence 2933 Shanks • Building the Inclusive Montessori School Building an inclusive community means that we must expand grace and… |
Sequence 3034 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 2013). It is not the attitudes of children cited so often by researchers… |
Sequence 3135 Shanks • Building the Inclusive Montessori School gov/st/english/pamphlet/2013/08/20130823281583. html#axzz2navMMDyo&… |
Sequence 3236 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Project INSPIRE. February 4, 2014 <http://www.twu. edu/inspire/… |
Sequence 1iMPleMenTing inclusion Theory inTo PracTice by Catherine Nehring Catherine Nehring is a passionate advocate for inclusion… |
Sequence 240 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 ditional materials/equipment, additional environments; the level of… |
Sequence 341 Nehring • Implementing Inclusion Theory into Practice mum independence, full physical, mental, social and vocational… |
Sequence 442 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 it that I came to the splendid results of my experiences and method for… |
Sequence 543 Nehring • Implementing Inclusion Theory into Practice the title of her book to The Montessori Method, when it should have… |
Sequence 644 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 a Montessori environment, which is vastly more informative than seeing… |
Sequence 745 Nehring • Implementing Inclusion Theory into Practice environments that are physically located in situations very differ… |
Sequence 846 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Answering the question, “Will you take my child?” then becomes an issue… |
Sequence 947 Nehring • Implementing Inclusion Theory into Practice Complete environments, including lots of water 7. activities… |
Sequence 1048 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Behaviors that Can Lead to Exclusion Children are excluded from… |
Sequence 1149 Nehring • Implementing Inclusion Theory into Practice Inability to receive developmental benefit from the • Montessori… |
Sequence 1250 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 more than one child with each disability type per class is consid- ered… |
Sequence 1351 Nehring • Implementing Inclusion Theory into Practice Preparation for inclusion: the child is in an alternate set- •… |
Sequence 1452 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Inclusion with pull-out services • Inclusion with a resource room •… |
Sequence 1553 Nehring • Implementing Inclusion Theory into Practice Are medical service providers willing to work with • you? Are… |
Sequence 1654 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 intuitive feeling that it looks like a place where their child could be… |
Sequence 1755 Nehring • Implementing Inclusion Theory into Practice an educational paradigm born out of the medical sciences as it is… |
Sequence 1856 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 resources available) to engage in medical pedagogy, as well as sci-… |
Sequence 1957 Nehring • Implementing Inclusion Theory into Practice Getting to know a child with challenges involves knowing the child… |
Sequence 2058 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 demic weaknesses then become the goals on their Individualized Education… |
Sequence 2159 Nehring • Implementing Inclusion Theory into Practice Answering the Question, Will My Child Receive the Necessary… |
Sequence 2260 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 the answer: Because neurotic and deficient children go to the domain of… |
Sequence 2361 Nehring • Implementing Inclusion Theory into Practice gogy. This represents a multidisciplinary approach where scientific… |
Sequence 2462 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 applied scientific and medical pedagogy. Through these programs, a… |
Sequence 2563 Nehring • Implementing Inclusion Theory into Practice ---.The 1946 London Lectures. Ed. Annette Haines. Laren, The… |
Sequence 1MulTiculTural inclusion in an urBan seTTing by Martha Urioste Martha Urioste tells a compelling history of public sector… |
Sequence 266 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 During the late 1950s and 1960s, the Denver Public Schools (DPS)… |
Sequence 367 Urioste • Multicultural Inclusion in an Urban Setting English/Spanish heritage and the Chicano riots pressures, I had… |
Sequence 468 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Northeast Denver elementary schools that were out of compliance with the… |
Sequence 569 Urioste • Multicultural Inclusion in an Urban Setting the use of artificial rewards, including stars, tokens, • letter… |
Sequence 670 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 ing tired and impatient; I was beginning to feel calm and rested. I… |
Sequence 771 Urioste • Multicultural Inclusion in an Urban Setting for young Hispanic children in a Montessori classroom. During the… |
Sequence 872 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 tion. I was greeted with respect by the office staff and the Mitchell… |
Sequence 973 Urioste • Multicultural Inclusion in an Urban Setting Montessori organizations such as NAMTA, AMI, AMS, and individuals… |
Sequence 1074 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 was assigned an experienced national Montessori coordinator to assist me… |
Sequence 1175 Urioste • Multicultural Inclusion in an Urban Setting financial assistance for a Mitchell Montessori state of • the art… |
Sequence 1276 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 It was also obvious that all of our parents from across the city were… |
Sequence 1377 Urioste • Multicultural Inclusion in an Urban Setting Montessori teachers expected all parents to observe in class- rooms… |
Sequence 1478 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Meanwhile, after nine years of the Ten Steps to Montessori Imple-… |
Sequence 1579 Urioste • Multicultural Inclusion in an Urban Setting In November 1995, the DPS board of education, after a work ses-… |
Sequence 1680 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 only quadrant of the city voting “yes” for the bond election. Bur- dened… |
Sequence 1781 Urioste • Multicultural Inclusion in an Urban Setting ings were held at Manual High School and other locations. The DPS… |
Sequence 1882 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 parents, and community members realized that they had given up a very… |
Sequence 1983 Urioste • Multicultural Inclusion in an Urban Setting staff members had packed all of the materials from every classroom… |
Sequence 2084 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 oped a plan of action demonstrating that the Denison community should be… |
Sequence 2185 Urioste • Multicultural Inclusion in an Urban Setting time. Parents, teachers, children, and the community were unified… |
Sequence 2286 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 followed successfully during these challenging times! “Never doubt that… |
Sequence 2387 Urioste • Multicultural Inclusion in an Urban Setting In conclusion, I also share with you a Montessori article sum- mary… |
Sequence 2488 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 ---. “Three Levels of Ascent.” Reprinted in readings for Educateaurs… |
Sequence 1folloWing The chilD for real by Jennifer O’Toole Jennifer O’Toole has an entertaining speaking and writing style and is a… |
Sequence 292 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 working for the abolition of slavery and the universal application of… |
Sequence 393 O’Toole • Following the Child for Real I am no Elizabeth Cady Stanton. I am no Dr. Martin Luther King, Jr. But I am an… |
Sequence 494 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 any word is true and may help others to understand me depending upon the… |
Sequence 595 O’Toole • Following the Child for Real responsibility would be his parents’ and doctors’ for making sure he understood… |
Sequence 696 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Spectrum kids are normally developing but according to their own DNA,… |
Sequence 797 O’Toole • Following the Child for Real Seeing-Eye Minds Dr. Montessori’s conclusions about human tendencies come from… |
Sequence 898 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 think there will be a hurt or failure or disappointment or danger of… |
Sequence 999 O’Toole • Following the Child for Real alerT: asPerkiD sensory neeDs are inTensifying Pay aTTenTion noW! (MisseD… |
Sequence 10100 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 out the car window. “Like a leaf.” Huh? “Margin,” she replied, “like of… |
Sequence 11101 O’Toole • Following the Child for Real mess it up. If we don’t “do it wrong,” but instead find success in our play, we… |
Sequence 12102 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 any Toys ‘R’ Us in the Lego aisle. I didn’t know that kind of toy… |
Sequence 13103 O’Toole • Following the Child for Real bank. A dozen sets of shiny doors, each with lights blink- ing above and showing… |
Sequence 14104 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 creations!” “Yes, ma’am,” the bellman nods. “I’d say these elevators… |
Sequence 15105 O’Toole • Following the Child for Real thinking….well, it’s just….” His voice trails off. “Yes?” you urge him on. “It’s… |
Sequence 1a MonTessori MoDel for inclusion by Joachim Dattke Joachim Dattke inspires the reader to consider how a truly inclusive… |
Sequence 2108 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 move towards a truly inclusive society. In particular for children and… |
Sequence 3109 Dattke • A Montessori Model for Inclusion these. These models are simply variations of placing children with… |
Sequence 4110 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The necessary coMPonenTs for creaTing inclusive schools First, we need… |
Sequence 5111 Dattke • A Montessori Model for Inclusion [These five conditions are necessary for successful inclusion but do not… |
Sequence 6112 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 children. Nearly a half century later, Action Sonnenschein remains a… |
Sequence 7113 Dattke • A Montessori Model for Inclusion the coordination of medical, psychological, thera- • peutic, social, and… |
Sequence 8114 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 These special educational features stand in sharp contrast to… |
Sequence 9115 Dattke • A Montessori Model for Inclusion dom of independent action. Freedom of choice and independent action, in turn,… |
Sequence 10116 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Montessori therapy seeks to obtain for the individual the high- est… |
Sequence 11117 Dattke • A Montessori Model for Inclusion proach, the interest of the child is always at the center. Supporting this is… |
Sequence 12118 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The PaTh To DeveloPing inclusive schools More inclusion is feasible if… |
Sequence 13119 Dattke • A Montessori Model for Inclusion and spiral out and should include input, testing, and reflection. Support… |
Sequence 1coMMunicaTing WiTh The faMily for The chilD’s BesT chance for success by Joachim Dattke Joachim Dattke describes a holistic… |
Sequence 2122 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 When communicating with the family about our work, we must always show… |
Sequence 3123 Dattke • Communicating with the Family When defining a personalized learn- ing environment, we must always know that… |
Sequence 4124 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 When communicating with parents, our goal is to convert parent types 2-5… |