| The
NAMTA
Journal
The
NAMTA
Journal
The Holistic Meaning of Inclusion
in Montessori Education
Volume 39 Number 3… |
| 1
Kahn • The Deeper Meaning of Inclusion in Montessori Education
Preface:
The DeePer Meaning of inclusion
in MonTessori… |
| 2
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
atypically developing children was seen by Montessori as highly… |
| 3
Kahn • The Deeper Meaning of Inclusion in Montessori Education
The dramatic statement of inclusion values in a Montessori… |
| 5
Shanks • Building the Inclusive Montessori School
BuilDing The inclusive
MonTessori school
by Pam Shanks
Pam Shanks… |
| 7
Shanks • Building the Inclusive Montessori School
intelligence. Would she have been accepted into your school as a
child?… |
| 8
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
lation as a whole. I believe that it is best to place young children in… |
| 10
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
familiar to Montessori practitioners, social inclusion is achieved
when… |
| 14
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
Functional Inclusion
The second level of inclusion, functional inclusion… |
| 18
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
tion with feedback and modeling of techniques from an expert to
an… |
| 23
Shanks • Building the Inclusive Montessori School
awful conditions in state institutions, were suddenly able to learn… |
| 26
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
the buttons and buttonholes, to stand out. In simple terms, reducing… |
| 34
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
2013). It is not the attitudes of children cited so often by researchers… |
| 39
Nehring • Implementing Inclusion Theory into Practice
iMPleMenTing inclusion
Theory inTo PracTice
by Catherine Nehring… |
| 42
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
it that I came to the splendid results of my experiences and
method for… |
| 44
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
a Montessori environment, which is vastly more informative than
seeing… |
| 46
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
Answering the question, “Will you take my child?” then becomes
an issue… |
| 53
Nehring • Implementing Inclusion Theory into Practice
Are medical service providers willing to work with
•
you?
Are… |
| 54
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
intuitive feeling that it looks like a place where their child could
be… |
| 55
Nehring • Implementing Inclusion Theory into Practice
an educational paradigm born out of the medical sciences as it is… |
| 56
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
resources available) to engage in medical pedagogy, as well as sci-… |
| 58
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
demic weaknesses then become the goals on their Individualized
Education… |
| 59
Nehring • Implementing Inclusion Theory into Practice
Answering the Question, Will My Child Receive the
Necessary… |
| 60
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
the answer: Because neurotic and deficient children go to
the domain of… |
| 61
Nehring • Implementing Inclusion Theory into Practice
gogy. This represents a multidisciplinary approach where scientific… |
| 63
Nehring • Implementing Inclusion Theory into Practice
---.The 1946 London Lectures. Ed. Annette Haines. Laren,
The… |
| 65
Urioste • Multicultural Inclusion in an Urban Setting
MulTiculTural inclusion in an
urBan seTTing
by Martha Urioste… |
| 69
Urioste • Multicultural Inclusion in an Urban Setting
the use of artificial rewards, including stars, tokens,
•
letter… |
| 71
Urioste • Multicultural Inclusion in an Urban Setting
for young Hispanic children in a Montessori classroom. During the… |
| 72
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
tion. I was greeted with respect by the office staff and the Mitchell… |
| 73
Urioste • Multicultural Inclusion in an Urban Setting
Montessori organizations such as NAMTA, AMI, AMS, and
individuals… |
| 74
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
was assigned an experienced national Montessori coordinator to
assist me… |
| 75
Urioste • Multicultural Inclusion in an Urban Setting
financial assistance for a Mitchell Montessori state of
•
the art… |
| 76
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
It was also obvious that all of our parents from across the city
were… |
| 78
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
Meanwhile, after nine years of the Ten Steps to Montessori Imple-… |
| 79
Urioste • Multicultural Inclusion in an Urban Setting
In November 1995, the DPS board of education, after a work ses-… |
| 80
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
only quadrant of the city voting “yes” for the bond election. Bur-
dened… |
| 81
Urioste • Multicultural Inclusion in an Urban Setting
ings were held at Manual High School and other locations. The DPS… |
| 83
Urioste • Multicultural Inclusion in an Urban Setting
staff members had packed all of the materials from every classroom… |
| 84
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
oped a plan of action demonstrating that the Denison community
should be… |
| 85
Urioste • Multicultural Inclusion in an Urban Setting
time. Parents, teachers, children, and the community were unified… |
| 86
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
followed successfully during these challenging times! “Never doubt
that… |
| 91
O’Toole • Following the Child for Real
folloWing The chilD for real
by Jennifer O’Toole
Jennifer O’Toole has an… |
| 93
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… |
| 96
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
Spectrum kids are normally developing but according to their
own DNA,… |
| 107
Dattke • A Montessori Model for Inclusion
a MonTessori MoDel for inclusion
by Joachim Dattke
Joachim Dattke inspires… |
| 109
Dattke • A Montessori Model for Inclusion
these. These models
are simply variations
of placing children
with… |
| 111
Dattke • A Montessori Model for Inclusion
[These five conditions are necessary for successful inclusion but
do not… |
| 113
Dattke • A Montessori Model for Inclusion
the coordination of medical, psychological, thera-
•
peutic, social, and… |
| 115
Dattke • A Montessori Model for Inclusion
dom of independent action. Freedom of choice and
independent action, in turn,… |
| 117
Dattke • A Montessori Model for Inclusion
proach, the interest of the child is always at the center. Supporting
this is… |
| 118 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
The PaTh To DeveloPing inclusive schools
More inclusion is feasible if… |
| 119
Dattke • A Montessori Model for Inclusion
and spiral out and should include input, testing, and reflection.
Support… |
| 121
Dattke • Communicating with the Family
coMMunicaTing WiTh The faMily for
The chilD’s BesT chance for success
by Joachim… |
| 131
Helfrich • The Importance of Spoken Language
The iMPorTance of sPoken language in
PrevenTing challenges in
reaDing anD… |
| 139
Shanks • Children Who Make Articulation Errors
Children Who Make artiCulation errors:
a Guide’s resourCe for
developinG… |
| 143
Shanks • Children Who Make Articulation Errors
not discriminate the error sounds. In order to learn to discriminate… |
| 150 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
For older children who are working at a word level, dictation
also… |
| 154 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
lessons as well as observed the participants’ reactions to the mate-… |
| 156 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
suMMary of relaTeD liTeraTure revieW
The pedagogical approach Montessori… |
| 157
Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL
Therefore, children in Montessori environments are able… |
| 158 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
ing with concrete manipulatives to understand abstract concepts
might be… |
| 159
Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL
knowledge in the conscious memory, and no opportunity
is… |
| 160 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
The words are placed on color-coded cards in order to make it
possible… |
| 171
Awes • Supporting the Dyslexic Child in the Montessori Environment
suPPorTing The Dyslexic chilD in The
MonTessori… |
| 173
Awes • Supporting the Dyslexic Child in the Montessori Environment
Among other things, the NRP found overall that… |
| 177
Awes • Supporting the Dyslexic Child in the Montessori Environment
may misread many words or read words accurately though… |