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Sequence 7872 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 tion. I was greeted with respect by the office staff and the Mitchell… |
Sequence 7973 Urioste • Multicultural Inclusion in an Urban Setting Montessori organizations such as NAMTA, AMI, AMS, and individuals… |
Sequence 8074 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 was assigned an experienced national Montessori coordinator to assist me… |
Sequence 8175 Urioste • Multicultural Inclusion in an Urban Setting financial assistance for a Mitchell Montessori state of • the art… |
Sequence 8276 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 It was also obvious that all of our parents from across the city were… |
Sequence 8377 Urioste • Multicultural Inclusion in an Urban Setting Montessori teachers expected all parents to observe in class- rooms… |
Sequence 8478 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Meanwhile, after nine years of the Ten Steps to Montessori Imple-… |
Sequence 8579 Urioste • Multicultural Inclusion in an Urban Setting In November 1995, the DPS board of education, after a work ses-… |
Sequence 8680 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 only quadrant of the city voting “yes” for the bond election. Bur- dened… |
Sequence 8781 Urioste • Multicultural Inclusion in an Urban Setting ings were held at Manual High School and other locations. The DPS… |
Sequence 8882 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 parents, and community members realized that they had given up a very… |
Sequence 8983 Urioste • Multicultural Inclusion in an Urban Setting staff members had packed all of the materials from every classroom… |
Sequence 9084 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 oped a plan of action demonstrating that the Denison community should be… |
Sequence 9185 Urioste • Multicultural Inclusion in an Urban Setting time. Parents, teachers, children, and the community were unified… |
Sequence 9286 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 followed successfully during these challenging times! “Never doubt that… |
Sequence 9387 Urioste • Multicultural Inclusion in an Urban Setting In conclusion, I also share with you a Montessori article sum- mary… |
Sequence 9488 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 ---. “Three Levels of Ascent.” Reprinted in readings for Educateaurs… |
Sequence 9589 Urioste • Multicultural Inclusion in an Urban Setting |
Sequence 9690 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Jennifer O’Toole |
Sequence 9791 O’Toole • Following the Child for Real folloWing The chilD for real by Jennifer O’Toole Jennifer O’Toole has an… |
Sequence 9892 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 working for the abolition of slavery and the universal application of… |
Sequence 9993 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… |
Sequence 10094 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 any word is true and may help others to understand me depending upon the… |
Sequence 10195 O’Toole • Following the Child for Real responsibility would be his parents’ and doctors’ for making sure he understood… |
Sequence 10296 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Spectrum kids are normally developing but according to their own DNA,… |
Sequence 10397 O’Toole • Following the Child for Real Seeing-Eye Minds Dr. Montessori’s conclusions about human tendencies come from… |
Sequence 10498 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 think there will be a hurt or failure or disappointment or danger of… |
Sequence 10599 O’Toole • Following the Child for Real alerT: asPerkiD sensory neeDs are inTensifying Pay aTTenTion noW! (MisseD… |
Sequence 106100 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 out the car window. “Like a leaf.” Huh? “Margin,” she replied, “like of… |
Sequence 107101 O’Toole • Following the Child for Real mess it up. If we don’t “do it wrong,” but instead find success in our play, we… |
Sequence 108102 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 any Toys ‘R’ Us in the Lego aisle. I didn’t know that kind of toy… |
Sequence 109103 O’Toole • Following the Child for Real bank. A dozen sets of shiny doors, each with lights blink- ing above and showing… |
Sequence 110104 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 creations!” “Yes, ma’am,” the bellman nods. “I’d say these elevators… |
Sequence 111105 O’Toole • Following the Child for Real thinking….well, it’s just….” His voice trails off. “Yes?” you urge him on. “It’s… |
Sequence 112106 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Clockwise from back left: Lucette van Someran Boyd, Catherine Nehring,… |
Sequence 113107 Dattke • A Montessori Model for Inclusion a MonTessori MoDel for inclusion by Joachim Dattke Joachim Dattke inspires… |
Sequence 114108 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 move towards a truly inclusive society. In particular for children and… |
Sequence 115109 Dattke • A Montessori Model for Inclusion these. These models are simply variations of placing children with… |
Sequence 116110 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The necessary coMPonenTs for creaTing inclusive schools First, we need… |
Sequence 117111 Dattke • A Montessori Model for Inclusion [These five conditions are necessary for successful inclusion but do not… |
Sequence 118112 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 children. Nearly a half century later, Action Sonnenschein remains a… |
Sequence 119113 Dattke • A Montessori Model for Inclusion the coordination of medical, psychological, thera- • peutic, social, and… |
Sequence 120114 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 These special educational features stand in sharp contrast to… |
Sequence 121115 Dattke • A Montessori Model for Inclusion dom of independent action. Freedom of choice and independent action, in turn,… |
Sequence 122116 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Montessori therapy seeks to obtain for the individual the high- est… |
Sequence 123117 Dattke • A Montessori Model for Inclusion proach, the interest of the child is always at the center. Supporting this is… |
Sequence 124118 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The PaTh To DeveloPing inclusive schools More inclusion is feasible if… |
Sequence 125119 Dattke • A Montessori Model for Inclusion and spiral out and should include input, testing, and reflection. Support… |
Sequence 126120 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Courtesy of Kerning Pair, LLC |
Sequence 127121 Dattke • Communicating with the Family coMMunicaTing WiTh The faMily for The chilD’s BesT chance for success by Joachim… |
Sequence 128122 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 When communicating with the family about our work, we must always show… |
Sequence 129123 Dattke • Communicating with the Family When defining a personalized learn- ing environment, we must always know that… |
Sequence 130124 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 When communicating with parents, our goal is to convert parent types 2-5… |
Sequence 131125 Dattke • Communicating with the Family child. A change of perspective is also needed for parents who do not consider the… |
Sequence 132126 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The following are common stressful experiences for parents of children… |
Sequence 133127 Dattke • Communicating with the Family A child with developmental disorders will also have needs as they experience the… |
Sequence 134128 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 tance and aids that integrate Montessori-therapeutic principles and the… |
Sequence 135129 Dattke • Communicating with the Family a from the caregiver is not possible. The disabled child is also disabled in the… |
Sequence 136130 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Shannon Helfrich |
Sequence 137131 Helfrich • The Importance of Spoken Language The iMPorTance of sPoken language in PrevenTing challenges in reaDing anD… |
Sequence 138132 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 human speech patterns at the time of birth. The baby can already… |
Sequence 139133 Helfrich • The Importance of Spoken Language of life, the child studies and prepares their own apparatus for pro- ducing… |
Sequence 140134 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 happen totally by accident. The richness of the child’s environment has… |
Sequence 141135 Helfrich • The Importance of Spoken Language Parents might wonder why a rich vocabulary and language experience are… |
Sequence 142136 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Simply put, a child cannot tell a story unless they understand… |
Sequence 143137 Helfrich • The Importance of Spoken Language punch all other types of learning into warp speed and make a child finally… |
Sequence 144138 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Courtesy of Tim Kahn |
Sequence 145139 Shanks • Children Who Make Articulation Errors Children Who Make artiCulation errors: a Guide’s resourCe for developinG… |
Sequence 146140 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 of one’s culture makes it difficult to get needs met, prove cognitive… |
Sequence 147141 Shanks • Children Who Make Articulation Errors According to the American Speech, Language and Hearing Association, by… |
Sequence 148142 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 to understand should be screened for special services (Turnbull et al… |
Sequence 149143 Shanks • Children Who Make Articulation Errors not discriminate the error sounds. In order to learn to discriminate… |
Sequence 150144 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 to produce sounds in isolation followed by syllables. These stages are… |
Sequence 151145 Shanks • Children Who Make Articulation Errors which is a combination of the sounds for p and u. To teach sounds, we… |
Sequence 152146 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The final key is the position in the mouth where the sound is produced.… |
Sequence 153147 Shanks • Children Who Make Articulation Errors When the child can say the sound in isolation with ease, work can begin… |
Sequence 154148 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 those sounds if the child is becoming frustrated. When the child is… |
Sequence 155149 Shanks • Children Who Make Articulation Errors In isolation Guide: What is this? Child: A tat. Guide: It is a …cat.… |
Sequence 156150 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 For older children who are working at a word level, dictation also… |
Sequence 157151 Shanks • Children Who Make Articulation Errors Montessori, Maria. The Absorbent Mind. 1949. New York: Dell, 1967. “… |
Sequence 158152 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Timothy J. Stapleton |
Sequence 159153 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL MulTi-sensory, hanDs-on ManiPulaTives anD aDulT esl by… |
Sequence 160154 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lessons as well as observed the participants’ reactions to the mate-… |
Sequence 161155 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL observed the children and developed what has become known… |
Sequence 162156 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 suMMary of relaTeD liTeraTure revieW The pedagogical approach Montessori… |
Sequence 163157 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL Therefore, children in Montessori environments are able… |
Sequence 164158 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 ing with concrete manipulatives to understand abstract concepts might be… |
Sequence 165159 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL knowledge in the conscious memory, and no opportunity is… |
Sequence 166160 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The words are placed on color-coded cards in order to make it possible… |
Sequence 167161 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL the study were used to observe the participants using… |
Sequence 168162 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 observational findings, support is found for the research question: Does… |
Sequence 169163 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL nearby. Then the participants were asked to get a pencil… |
Sequence 170164 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 the actions being performed, as illustrated in the following activity,… |
Sequence 171165 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL an abacus mounted on the wall. When I brought the abacus… |
Sequence 172166 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 recoMMenDaTions anD acTion Planning Based on this small-scale study, I… |
Sequence 173167 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL tribute to what we can know although we are fallible” (p… |
Sequence 174168 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Enhance Young Children’s Reading Comprehension.” Journal of Educational… |
Sequence 175169 Stapleton • Multi-Sensory, Hands-On Manipulatives and Adult ESL ———. 1994. From Childhood to Adolescence. 1948. Oxford:… |
Sequence 176170 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Alison Awes |
Sequence 177171 Awes • Supporting the Dyslexic Child in the Montessori Environment suPPorTing The Dyslexic chilD in The MonTessori… |