| The
NAMTA
Journal
The
NAMTA
Journal
The Holistic Meaning of Inclusion
in Montessori Education
Volume 39 Number 3… |
| What Is NaMta?
The North American Montessori Teachers’ Association
provides a medium of study, interpretation, and im-… |
| In affiliation with the Association Montessori Internationale, The NAMTA
Journal is edited and published three times per year… |
| The holisTic Meaning of inclusion
in MonTessori educaTion
Preface: The DeePer Meaning of inclusion in
MonTessori eDucaTion… |
| suPPorTing The Dyslexic chilD in The
MonTessori environMenT… |
| 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… |
| 4
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
Pam Shanks |
| 5
Shanks • Building the Inclusive Montessori School
BuilDing The inclusive
MonTessori school
by Pam Shanks
Pam Shanks… |
| 6
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
A shared value base is at the core of a successful inclusion com-
munity… |
| 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… |
| 9
Shanks • Building the Inclusive Montessori School
Physical integration, the first stage, has to do with creating
physical… |
| 10
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
familiar to Montessori practitioners, social inclusion is achieved
when… |
| 11
Shanks • Building the Inclusive Montessori School
A sign at the entrance says, “Welcome to our school” in the language of… |
| 12
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
The asphalt path encircles the entire property creating connections… |
| 13
Shanks • Building the Inclusive Montessori School
Pathways around the primary playground and through the primary gardens. |
| 14
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
Functional Inclusion
The second level of inclusion, functional inclusion… |
| 15
Shanks • Building the Inclusive Montessori School
The Physical Environment of the Classroom
The physical characteristics… |
| 16
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
with a child who experienced vision deficits might be
a good match for a… |
| 17
Shanks • Building the Inclusive Montessori School
children who have identified delays but rather are
those that require… |
| 18
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
tion with feedback and modeling of techniques from an expert to
an… |
| 19
Shanks • Building the Inclusive Montessori School
the continuing success of inclusive endeavors over the past thirty… |
| 20
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
The equivalent for ages birth to three is an Individualized Family… |
| 21
Shanks • Building the Inclusive Montessori School
In this case, the goal and benchmarks are very similar. The only… |
| 22
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
If examined carefully, it is clear that this annual goal and its… |
| 23
Shanks • Building the Inclusive Montessori School
awful conditions in state institutions, were suddenly able to learn… |
| 24
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
Since the Montessori method is so aligned with the embedded
learning… |
| 25
Shanks • Building the Inclusive Montessori School
This set of nesting button bags is high in visual contrast be-
cause it… |
| 26
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
the buttons and buttonholes, to stand out. In simple terms, reducing… |
| 27
Shanks • Building the Inclusive Montessori School
and conversationally. During this one activity, Isabel is practicing… |
| 28
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
expression and changes in body tone, we must teach that mode of… |
| 29
Shanks • Building the Inclusive Montessori School
As we have watched friendships grow, a distinct pattern almost
always… |
| 30
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
Scott say anything about the fact that he was handicapped. I am
just… |
| 31
Shanks • Building the Inclusive Montessori School
ready to answer questions as they arise because questions represent… |
| 32
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
For example if a child asks, “Why can’t he talk?” The adult might… |
| 33
Shanks • Building the Inclusive Montessori School
Building an inclusive community means that we must expand
grace and… |
| 34
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
2013). It is not the attitudes of children cited so often by researchers… |
| 35
Shanks • Building the Inclusive Montessori School
gov/st/english/pamphlet/2013/08/20130823281583.
html#axzz2navMMDyo&… |
| 36
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
Project INSPIRE. February 4, 2014 <http://www.twu.
edu/inspire/… |
| 37
Shanks • Building the Inclusive Montessori School |
| 38
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
Catherine Nehring and Theodor Hellbrügge, Munich, 2011 |
| 39
Nehring • Implementing Inclusion Theory into Practice
iMPleMenTing inclusion
Theory inTo PracTice
by Catherine Nehring… |
| 40
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
ditional materials/equipment,
additional environments; the
level of… |
| 41
Nehring • Implementing Inclusion Theory into Practice
mum independence, full physical, mental, social and
vocational… |
| 42
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
it that I came to the splendid results of my experiences and
method for… |
| 43
Nehring • Implementing Inclusion Theory into Practice
the title of her book to The Montessori Method, when it should have… |
| 44
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
a Montessori environment, which is vastly more informative than
seeing… |
| 45
Nehring • Implementing Inclusion Theory into Practice
environments that are physically located in situations very differ… |
| 46
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
Answering the question, “Will you take my child?” then becomes
an issue… |
| 47
Nehring • Implementing Inclusion Theory into Practice
Complete environments, including lots of water
7.
activities… |
| 48
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
Behaviors that Can Lead to Exclusion
Children are excluded from… |
| 49
Nehring • Implementing Inclusion Theory into Practice
Inability to receive developmental benefit from the
•
Montessori… |
| 50
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
more than one child with each disability type per class is consid-
ered… |
| 51
Nehring • Implementing Inclusion Theory into Practice
Preparation for inclusion: the child is in an alternate set-
•… |
| 52
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
Inclusion with pull-out services
•
Inclusion with a resource room
•… |
| 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-… |
| 57
Nehring • Implementing Inclusion Theory into Practice
Getting to know a child with challenges involves knowing the
child… |
| 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… |
| 62
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
applied scientific and medical pedagogy. Through these programs, a… |
| 63
Nehring • Implementing Inclusion Theory into Practice
---.The 1946 London Lectures. Ed. Annette Haines. Laren,
The… |
| 64
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
Martha Urioste
www.familystar.net |
| 65
Urioste • Multicultural Inclusion in an Urban Setting
MulTiculTural inclusion in an
urBan seTTing
by Martha Urioste… |
| 66
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
During the late 1950s and 1960s, the Denver Public Schools (DPS)… |
| 67
Urioste • Multicultural Inclusion in an Urban Setting
English/Spanish heritage and the Chicano riots pressures, I had… |
| 68
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
Northeast Denver elementary schools that were out of compliance
with the… |
| 69
Urioste • Multicultural Inclusion in an Urban Setting
the use of artificial rewards, including stars, tokens,
•
letter… |
| 70
The NAMTA Journal • Vol. 39, No. 3 • Summer 2014
ing tired and impatient; I was beginning to feel calm and rested. I… |
| 71
Urioste • Multicultural Inclusion in an Urban Setting
for young Hispanic children in a Montessori classroom. During the… |