Digital Object NAMTA Journal 39/3 11 Hawaiian Indigenous Education and the Montessori Approach: Overlapping Pedagogy, Values, and Worldview Nanette Schonleber makes a remarkable correlation as to why Hawaiian indigenous educators thrive with Montessori pedagogy. Compatible educators share values and goals, such as developmental learning, respect for parenthood, freedom of movement and…
Digital Object NAMTA Journal 39/3 10 Occupational Therapy and Montessori–Kindred Spirits: Moving towards a Scientific and Medical Pedagogy Barbara Luborsky explores the commonalities between occupational therapists and Montessori guides, such as their focus on the prepared environment, following the child, task analysis, and multi-sensory learning. She describes many types of sensory processing…
Digital Object NAMTA Journal 39/3 09 Supporting the Dyslexic Child in the Montessori Environment Alison Awes provides a comprehensive review of the literature from the most current recommendations of the National Reading Panel to create a detailed description of dyslexia as she emphasizes the positive qualities of the children with this language disorder…
Digital Object NAMTA Journal 39/3 08 Multi-Sensory, Hands-On Manipulatives and Adult ESL The researcher in this study utilized the Montessori concepts and materials that emphasize the use of hands-on manipulatives in the classroom with 10 adult English language learners ranging from ages 18-60. The purpose was to investigate whether or not hands…
Digital Object NAMTA Journal 39/3 07 Children Who Make Articulation Errors: A Guide's Resource for Developing Speech Sounds in a Montessori… Pam Shanks describes the stages in the child's development of language and reminds us that the Montessori principle of observation should guide the support of the child with articulation errors. For most children with developmental articulation delays, the…
Digital Object NAMTA Journal 39/3 06 Communicating with the Family for the Child's Best Chance for Success Joachim Dattke describes a holistic approach to supporting the needs of the family when a child has a disability. The parent and child benefit from a two-pronged approach: working with doctors, psychologists, and therapists in clinic-based settings, and…
Digital Object NAMTA Journal 39/3 05 A Montessori Model for Inclusion Joachim Dattke inspires the reader to consider how a truly inclusive society is beneficial for both typical children and children with disabilities. Five essential components are defined for planning inclusive schools, and the key features of a Montessori…
Digital Object NAMTA Journal 39/3 04 Following the Child for Real Jennifer O'Toole has an entertaining speaking and writing style and is a passionate advocate for children with Asperger's syndrome. She educates her audience with scientific descriptions of the phenomenon but also through metaphors that cause us to examine…
Digital Object NAMTA Journal 39/3 03 Multicultural Inclusion in an Urban Setting Martha Urioste tells a compelling history of public sector Montessori in Denver, from its socially charged beginnings in the 1960s to 2009. She played a huge role in creating the first public Montessori school in Colorado that was launched as an integration…
Digital Object NAMTA Journal 39/3 02 Implementing Inclusion Theory into Practice Catherine Nehring is a passionate advocate for inclusion and presents a rationale for creating an inclusive Montessori school and details the considerations and guidelines for creating such a school. Beginning with the United Nations Resolution (Article 24)…
