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Sequence 23Hannaford suggests brief, specific cross-hemispheric exercises a child or adult can do prior to a stressful activity, based on… |
Sequence 24• • • • 18 I imposed "silent reading time" because the communication between the students during paired… |
Sequence 25The teacher's level of understanding and experience can have a profound effect on her ability to make accommodations for… |
Sequence 26processing delays. Montessori observers should be able to recog- nize these blocks and thus support or refer for target… |
Sequence 27Csikszentmihalyi, Mihaly. Flow: Tl,e Psychology of Optimal £xperie11ce.New York: Harper & Row, 1990. Davis, Ronald D… |
Sequence 28Kohn,Alfie. Scl,ools 011r C/1ildre11 Deserve.Boston: Houghton Mifflin, 1999. Kranowitz, Carol Stock, & Lucy Jane… |
Sequence 29The NAMTA Joumal 23 |
Sequence 30Charlene S. Trochta 24 The NAMTA Journal • Vol. 34, No. 2 • Spring 2009 |
Sequence 31OBSERVATIONS: WHAT Is SEEN? WHAT DoEs IT IMPLY? WHAT CAN BE DONE? by Charlene S. Trochta Charlene Trochta revisits core… |
Sequence 32learning disorder or disability. They can be a normal adjustment to a new environment, an indication of an individual learning… |
Sequence 33need to return to our training lectures about how to start a new class and follow those guidelines. Beginning a new year… |
Sequence 34who enjoyed polishing, but never stayed with it long, the "magic" material was a tarnished, old-fashioned… |
Sequence 35expected outcome. Thus, for some, we may need to demonstrate, at first, other ways to explore some of the activHies. However,… |
Sequence 36age-appropriate norms. Since that time, 1966, that has proven to be true many times and allowed me to be more patient with… |
Sequence 37next? If so, what he was demonstrating was not an inability to con- nect symbol to name, but an inability in visual memory of… |
Sequence 38game Ryan already knew. He quickly caught on, so the next step was the object box. This choice demonstrated that he was able… |
Sequence 39Morgan had similarities to Todd, but it wasn't until his third year with us that we were able to find the cause. The… |
Sequence 40What 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 41day, explaining and demonstrating what to do. At our Casa, two or three children may have snack at a time. By this time,… |
Sequence 42of special needs, especially during this period. This is a time of dynamic formation of the brain and of mental faculties and… |
Sequence 43The l\lA.\-fTA Journal 37 |
Sequence 44Barbara Kahn 38 The NAMTA Journal • Vol. 34, No. 2 • Spring 2009 |
Sequence 45TUTORING WITHOUT CRUTCHES: EXTRA SUPPORT AND INCLUSION FOR THE OLDER MONTESSORI CHILD WITH LEARNING DIFFERENCES by Barbara… |
Sequence 46It is a gift to work at the Hershey Montessori School Adolescent Program on the Farm, because the hundred acres of farm,… |
Sequence 47suspected of having a particular learning difference, learning dis- ability, or other special need. The leadership has focused… |
Sequence 48responsibility for remediation, the dassroom teachers aren't doing their jobs. The math teachers provide a great deal of… |
Sequence 49,------------------------------------- -- disability feels pain and knows they are different. I'm perceived as a grand… |
Sequence 50computers on student writing. They found, rather predictably, that "on average, students who use computers when… |
Sequence 51munity. Her pride was enormous and she hated being singled out as needing extra help. Often I would spend half our time… |
Sequence 52skill level of a student, I discuss optional projects. Could they write one well-developed paragraph, create a fabric banner,… |
Sequence 53on the lookout for books with a wide variety of cultural, linguistic, and demographic populations to add to our library.… |
Sequence 54Horner, Jack. "The Extraordinary Characteristics of Dys- lexia." Perspccti,•es 011 Ln11g11nge n11d Literacy… |
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Sequence 56u, (/) 0 "' 3 "O ro :::l (/) ~ c ~ c. (l) 3. ~ )> ~ en en ;;;· g' iii… |
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Sequence 58VI (/J r IV Ill ;;:! !I ~ ~ C a. (1) ~ ~ ~ )> (/) (/) '-- iii' ~ iu ~ :, 0 (1) ~ ::Q… |
Sequence 59The NAMTA Jou ma/ 53 |
Sequence 60Anita Koenig 54 The NAMTA Jo11mal • Vol. 34, No. 2 • Spring 2009 |
Sequence 61INDIVIDUALIZED SPECIAL EDUCATION AND INCLUSION FOR THE OLDER MONTESSORI CHILD by Anita Koenig Anita Koenig Jias a wide… |
Sequence 62success and build from those experiences. The more they progress in little steps, the more they will be motivated to I.earn.… |
Sequence 63education teacher enters the classroom, he or she can check the log to see if there is anything to be aware of and also… |
Sequence 64to do for follow-up work? Most students with special needs require some assistance with keeping track of their completed work… |
Sequence 65When assisting a student to come up with an introduction, I have found it best to begin with a question to capture the… |
Sequence 66READING Students should read aloud every day and be given feedback on their accuracy, fluency, and expression. They should… |
Sequence 67happened during the day. We will discuss them together and then rip up the paper so he does not fixate on them. Observe a… |
Sequence 68supports for cultivating the desired behavior, such as role playing appropriate ways to handle a situation or writing… |
Sequence 69The .VA'\.1TA Jouma/ 6J |
Sequence 70K. Michelle Lane 64 The NAMTA Journal • Vol. 34. No. 2 • Spring 2009 |
Sequence 71A MONTESSORI APPROACH TO AUTISM by K. Michelle Lane Miclte//e Lane founded n school tltat serves c!tildren so severely… |
Sequence 72Taking measurements of the head, the stature, is, to be sure, not in itself the practice of pedagogy. But it does mean that we… |
Sequence 73We do not know the cause of autism, but we believe that there must be a genetic disposition that is being triggered by the… |
Sequence 74This is why the Montessori method, which was devised for a typical child, needs some adaptation for a child on the spectrum.… |
Sequence 75Children with autism tend to be visual learners and do well in structured environments. We need to ensure the child has an ap… |
Sequence 76As 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 77Books RESOURCES Chance, Paul. First Course /11 Applied Beh11vior A1wlysis. Pacific Grove, CA: Brooks/Cole Publishing, 1998… |
Sequence 78Howlin, Patricia. CJ,i/dre11 wit!, A11tis111 and Asperger Syn- dro11,e: A C11ide for Practitioners and Carers. New York:… |
Sequence 79The NAMTA Joumal 73 |
Sequence 80Steven J. Hughes 74 The NAMTA Journal • Vol. 34. No. 2 • Spring 2009 |
Sequence 81MONTESSORI EDUCATION, NEUROPSYCHOLOGY, AND THE CHILD WITH SPECIAL NEEDS: REFERRAL, ASSESSMENT, AND INTERVENTION by Steven J… |
Sequence 82usual) talking about child development, and the beautiful way in which Montessori education meets all the needs of a child.… |
Sequence 83sional, somebody who may do an evaluation on a child in your care. I hope to bridge a bit of the traditional Montessori… |
Sequence 84sampling 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 85your training about how long it takes a child to master a pink tower, etc. You've got a really thorough developmental… |
Sequence 86developed by measuring heights and weights of many, many chil- dren to establish what is typical at, say, thirty months of age… |
Sequence 87Reaction time for Test of Variables of Attention 900 I 800 700 I 600 SOO 400 300 1------ 200 100 + Figure 3. Reaction… |
Sequence 88Figure 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 89The reason that most parents are not good at judging "normal" is pretty clear: Most parents know one or two… |
Sequence 90ropsychological clinic. When we do a full-on neuropsych evaluation, it is a major enterprise. lt is two, half-days of testing… |
Sequence 91don't have access to EEG equipment, and I don't know how to read an EEG, anyway. As a neuropsychologist, that'… |
Sequence 92So, whom should I ask for help with these questions? Well, these are the usual suspects: • a physician • a child… |
Sequence 93to be a general consultant for this kind of thing. I've tried to foster some relationships between local pediatric… |
Sequence 94• fine motor skills • visual-motor integration • mood • personality • parent/teacher information • review of relevant… |
Sequence 95others, previous test results-IQ, academic, learning, memory, attention-and then we'll integrate these findings into a… |
Sequence 96problems; turns out it wasn't about the anxiety. Well, let's reconsider what the primary model should be. That'… |
Sequence 97For people who are not in the medical or psychological world, to say disability or disorder feels awfully harsh, doesn't… |
Sequence 98• Significant discrepancy between overall cognitive ability (i.e., IQ) and achievement (a standardized academic achieve- ment… |
Sequence 99• persistent letter and number reversals • poor reading • persistent confusion about directions and time (right-left, up-… |
Sequence 100Learningdisabilitiescan affect some or all of the following domains: reading, attention, or language (articulation,… |
Sequence 101disorders are very rare. The place to start, the place where you will best be able to help the child, is in helping them… |
Sequence 102No. So in some sense we need to do something to help encourage that activity and I'm interested in learning how you folks… |
Sequence 103What do you suppose the numberone referral question is to a pedia tric neuropsy- chologist or child psycholo- gist? [t… |
Sequence 104• often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due… |
Sequence 105And here are the symptoms of impulsivity: • often blurts out answers before questions have been completed • often has… |
Sequence 106some kind of insult to the developing brain, either in utero or in the environment later on. It should be understood to be a… |
Sequence 107symptoms that we would associate with ADHD, it's not ADHD, it's a traumatic brain injury. ADHD is a developmental… |
Sequence 108explaining to the parent that it's not a character flaw and you need not increase your punishment level because, believe… |
Sequence 109to say, it is easy to do medication treatment poorly. How many of you have seen a child who's shown a striking change of… |
Sequence 110are outside the scope of this lecture. We are going to talk about autism, Asperger's disorder (also called Asperger… |
Sequence 111this world than there needs to be. And a lot of children who get this diagnosis really don't qualify for it-many of them… |
Sequence 112complex movements, such as self-caressing, crossing and uncrossing the legs, or marching in place. Autistic children may also… |
Sequence 113very odd social behavior. It turned out that this boy was obsessed with the solar system, and also that he often used this… |
Sequence 114an antidepressant, anti-anxiety action. What it seems to do for them is to increase their span of coping. Rather than melting… |
Sequence 115the world; the gene for that implicit social learning is gone. Social Stories describe a situation, skill, or concept in terms… |
Sequence 116Sometimes, r may be the Line Leader. This means that the other children in my class will walk behind me. Sometimes, l may be… |
Sequence 117An acute stressor, with the right help, tends to take care of itself in days or weeks. You identify it as a problem in social… |
Sequence 118beliefs about the world that are held without evidence, can become self-perpetuating, and can really drive mood problems. CBT… |
Sequence 119Temperament Before we talk about anxiety, I want to say the most interesting part of the talk begins now. I want to talk… |
Sequence 120high and there's low. That's just how people are. And how are most people? Think about that bell-shaped curve for a… |
Sequence 121• extraversion versus introversion • emotional stability versus stress reactivity • conscientiousness versus irresponsibility… |
Sequence 122tend to overcategorize them as high or low. In reality, most people are somewhere near the middle in most of these… |