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Sequence 18Johnson and Myklebust tell us that children with a disturbed spatial perception find it difficult to learn from everyday… |
Sequence 19writing. However, Montessori, from her ob- servations of children, gives us an opposing viewpoint, which most people are… |
Sequence 20have suffered a stroke, and both have been associated with lesions in the brain. To speak as well as to write assumes not only… |
Sequence 21PSYCHOLOGICAL SUPPORT THROUGH INCLUSION We have also to be aware that emotional problems can delay or damage the learning… |
Sequence 22a Ii ty, which Montessori terms psychic devinl ions. In The Secret 0JCl1i/d- !,ood, Montessori tells us that deviations… |
Sequence 23practice. It is this practice period that is very important in the years three to six. Presentation, repetition, practice.… |
Sequence 24EMOTIONAL 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 25throughout the day. A long uninterrupted work period re- spects the needs of all children. ·Children should begin the school… |
Sequence 26We 11111st think deeply fora/I 011rchildre11 a11dfor tomorrow's world. We must clarify the essence of man, study !tow to… |
Sequence 27Montessori, Maria. The Secret of Childhood. Trans. Barbarn Barclay Carter. Bombay: Orient Longmans, 1936. Muggeridge, Malcolm… |
Sequence 28Peter L. Stavinoha 24 The NAMTA Jo11r11a/ • Vol. 33, No. 2 • Spring 2008 |
Sequence 29THE SPECIAL NEEDS CHILD FROM THE N EUROPSYCHOLOGIST' S PERSPECTIVE by Peter L. Stavinoha Dr. Stavinoha uses his… |
Sequence 30All learning results from the transaction between the child and her experience of the stimuli in her environment. In other… |
Sequence 31tion of the neuropsychologist. Instead, it is when someone, often parent or educator, perceives that there is a problem that… |
Sequence 32more general conclusions about that child's functioning in everyday life. In other words, a well-constructed test should… |
Sequence 33important areas. Similarly, ifother factors that commonly affect learn- ing and memory, such as attention, motivation, and… |
Sequence 34GOALS FOR NEUROPSYCHOLOGICAL EVALUATIO When a child is undergoing neuropsychological evaluation, the neuropsychologist… |
Sequence 35is not meeting classroom demands as well as how the child com- pares to other typical children within that environment. For ex… |
Sequence 36eligibility for accommodation that do not necessarily add to the broad understanding of the child's performance. Finally… |
Sequence 37can link to a template for intervention, as certain interventions have been scientifically validated as effective for certain… |
Sequence 38nosis for their child with the sole goal of eligibility for accommoda- tions to give their child academic advantage. Yet these… |
Sequence 39assessment and development of intervention plans. The neuropsycho- logical evaluation is a dynamic and deductive process by… |
Sequence 40For example, a common reason for referral is that the child is observed to be quite vulnerable to distraction and to have… |
Sequence 41neuropsychologicaJ testing with the child. Most often, both methods are employed to identify the genesis of the reported… |
Sequence 42Clearly if scientifica II y va Iida ted intervention paradigms exist that have proven beneficial for students with specific… |
Sequence 43the special needs child should apply a "cost-benefit" method of analyzing potential intervention paradigms… |
Sequence 44has the opportunity to provide experience that is appropriate to enhance the child's functioning. For example, because… |
Sequence 45op.ing into an independent, resilient, and well-functioning adult, each of us is given countless opportunities for… |
Sequence 46Charlene S. Trochta and student -n The NAMTA Jo11mal • Vol. 33, No. 2 • Spring 2008 |
Sequence 47LEARNING DIFFERENCES OR LEARNING DISORDERS? MEETING AUTHENTIC NEEDS OF THE THREE-TO-SIX CHILD by Charlene S. Trochta… |
Sequence 48range of what 'normal behavior' is before you are able to understand and look for 'differences."… |
Sequence 49B.F. Skinner promoted a theory called opera11t conditioning or behnvior modificntion. This theory was not concerned with what… |
Sequence 50"Mainstreaming," or the inclusion of "identified special needs chil- dren" into regular… |
Sequence 51Montessorians should recognize this skill as the same way we help a child to develop through oral sound games, which are the… |
Sequence 52MARIA MONTESSORI: SPECIAL EDUCATOR; THE PREPARED ENVIRONMENT: A DIAGNOSTIC LEARNING LABORATORY What does Montessori offer… |
Sequence 53ARE WE A "SCHOOL" OR A "SCIENTIFIC LEARNING LABORATORY"? Dowe view orrefer to ourselves… |
Sequence 54The tasks of the child between three and six can be summarized as follows: functional adaptation (activities found in the… |
Sequence 55must observe carefully and hesitate to jump to conclusions. Tn special education, and also in preparing an IEP, one first must… |
Sequence 56• Insure that the child's indirect prepnration has been adequate and that you are following sequences of activities, if… |
Sequence 57cate weakness, but is a sign of dedication to meeting the needs of the individual child. If you have concerns about an… |
Sequence 58Gopnik, Alison, Andrew l\. Mdtzoff, & P,1trici,1 K Kuhl. The Sctl'lllisl i11 lhl' Crib: /\fords, Brains,… |
Sequence 59MONTESSORI INTERVENTION IN THE ELEMENTARY: A COMPREHENSIVE APPROACH by Jennifer Bloch-Garcia and Sonya Maslenikov Jennifer… |
Sequence 60Every year, there are a percentage of students entering lower elementary having not yet learned to fluently decode. We agreed… |
Sequence 61The RTI model frames an approach for schools to serve students' learning needs in three tiers (see Figure 1). Tier one of… |
Sequence 62After RTI tier one, the learning specialist then begins to collabora tc with teachers to apply RTl tier two strategies, which… |
Sequence 63elements and sight words that they were working on at school during their nightly reading time. Also, the learning specialist… |
Sequence 64For students receiving tier three services, the school works to coordinate those services so that the student's life and… |
Sequence 65APPENDIX: CASE STUDIES The six forms that follow show how two students received help through Response to Intervention and… |
Sequence 66Student llistory Confidential :'fame: T Lower Elemental)' - Second ye:1r Testing: Progr.:ss tracked by knnic… |
Sequence 67Name: T - pper Elementary Testing: Student History Confidential Progress tracked by Jennie since kindergarten Worked with… |
Sequence 68N:unl': T :'lliddll' School Testing: Studl'nt Histor~· Confidential Progress tracked by Jennie since… |
Sequence 69Student History Confidential :\'amc: f.: Lower Ekmcnt:1ry - Second )'ear Testing: Tested by knnic. Rcading and… |
Sequence 70Studl'nt History Confidential Name: K Uppc-r Ekmc-ntary- fifth year Testing: Tesfod by Jem1i.:. Reading an:rage but… |
Sequence 71Student llistory Confidential Naml': K Middll' school - t•lj!hth yea,· Testing: Tested by Jennie. Rcading average… |
Sequence 72Monica Sullivan-Smith John F. Erhart 68 The NAMTA Jo11ma/ • Vol. 33, No. 2 • Spring 2008 |
Sequence 73MONTESSORI AND CHILDREN WITH AUTISM SPECTRUM DISORDERS by Monica Sullivan-Smith Monicn S11llivan-S111itlz describes an… |
Sequence 74psychiatry, and anthropology. The Montessori understanding of the child offers a broad vision of education as an aid to life… |
Sequence 75Montessori principles and practices, which are true and appli- cable for all humans in their development. Dr. Montessori'… |
Sequence 76child. fn working with the child with AS, we view the difference as being 11or111a/ i11 the first stage of develop111e11t. The… |
Sequence 77Through MIP, we developed a program for adolescents with AS called the Prelude to Inclu- sion(\ which embraces the… |
Sequence 78Dr. Montessori understood the importance of training of the senses. The Montessori signature sensorial materials are soundly… |
Sequence 79MIP, Dr. Erhart and I are continuing to identify and further develop appropriate and effective resources to help the… |
Sequence 80Joyce S. Pickering 76 The NAMTA Jou ma/ • Vol. 33. No. 2 • Spring 2008 |
Sequence 81MONTESSORIANS HELPING CHILDREN WHO LEARN DIFFERENTLY by Joyce S. Pickering Joyce Pickering analyzes tlJe possible areas of… |
Sequence 82teacher can present materials to the at-risk child one-to-one, as Montessori frequently mentioned was crucial with this… |
Sequence 83structured language activities, a reading corner, a listening center, a record player with earphones, and possibly activities… |
Sequence 84child, to join her either at a small table or at a mat placed in an area on the carpet. Every presentation includes these… |
Sequence 85After he has completed the exercise, she shows him the steps for returning the work to the shelves or area of the room where… |
Sequence 86second 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 87difficulty in fine motor skills that can be seen in tying, pouring, handling utensils, cutting, coloring, and later in writing… |
Sequence 88presented to him but appears to lose the pattern as he goes and often drifts through a task in a haphazard, trial-and-error… |
Sequence 89PERCEPTION The average child in the Montessori classroom is able to match and discriminate sensory information that relates… |
Sequence 90A child learns through her five senses of sight, hearing, feel, smell, and taste. The eyes, ears, skin, nose, and tongue bring… |
Sequence 91perceiving basic shapes is not "ready" for the discrimination of the language symbols a and o. The… |
Sequence 92child. In some cases a card file is constructed, with pictures of the materials for the child's use that day. After… |
Sequence 93anger, 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 94have a limited vocabulary and difficulty expressing herself in sentences and conversation. The Montessori system proves… |
Sequence 95receptive language (Does the child know it if she names it?), and at the Recall level she checks the child's expressive… |
Sequence 96to the patterns of the language in some organized and sequential way. A few linguistically talented children can read at the… |
Sequence 97By this time the average student is copying the sandpaper letters in various writing activities and often spontaneously begins… |
Sequence 98MATHEMATICS The average child chooses a variety of math activities moving from the simpler to the more complex materials. She… |
Sequence 99half (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 100each rod. Usually at the same time as this introduction to numerals, the sandpaper numerals are also being presented. In this… |
Sequence 101• pre-writing and writing practice with a multi-sensorial tech- nique, and -language presentations modified with techniques… |
Sequence 102• a concentration on the specific labels for people, objects, and ideas and their attributes and functions, which foster oral… |
Sequence 103accepted their differences in their weak areas. Their concept of them- selves as a learner and a person remained intact.… |
Sequence 104John R. Snyder Donna Bryant Goertz I 00 The NAMTA Joumal • Vol. 33. No. 2 • Spri11g 2008 |
Sequence 105SUPPORT AND ENGAGEMENT FOR ALL STUDENTS by John R. Snyder and Donna Bryant Goertz Donna Bryant Coertzn11d John S11yder… |
Sequence 106many teachers and schools simply do not want to work with the chi.ldren that we label "special needs" chil… |
Sequence 107Stacy's Progress, and Her Parents' I was always frank with the parents about Stacy's 111zus11ally slow… |
Sequence 108from !,er earliest years, she would 11ever surpass third grade level in any of !,er sclwol subjects, but site had been able to… |
Sequence 10911ity, ns well as help Stacy bring her belrnvior more closely in Ji11e wit!, the wsto111s of our time and pince ns related to… |
Sequence 110com111unity. Sooner or later their children would enter competitive prep schools and universities. How would their children… |
Sequence 111A F1RM PLACE TO STAND There is in the Montessori movement a strong strain of conserva- tism-conservatism in both the best… |
Sequence 112To the extent that Montessori's work is known outside the Montessori world, it is seen as a pioneering effort toward a… |
Sequence 113The Young Mediator's Story She's too young, I tho11gltt, and too new to tlte co111111u11ity. What's she doing… |
Sequence 114practice tl1e skills site was /eami11g, and to 111ake a real co11trib11tio11 to her co11111111nity me111bers. Iliad allowed… |
Sequence 115unintended ecological consequences of modern agricultural tech- niques: "We have never known what we were doing,… |
Sequence 116Over the weeke11d, she desig11ed a special space for getting a dri11k of water. She provided n I my just the size for thirty-… |
Sequence 117This is to say that children are always learning and always creating the pre-conditions for their next learning. Learning is… |