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Sequence 178172 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Rather than a particular language, children inherit the potential for… |
Sequence 179173 Awes • Supporting the Dyslexic Child in the Montessori Environment Among other things, the NRP found overall that… |
Sequence 180174 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The findings of the NRP were not without controversy.6 Questions about… |
Sequence 181175 Awes • Supporting the Dyslexic Child in the Montessori Environment Prior to 2002, definitions usually explained dyslexia… |
Sequence 182176 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 element in reading comprehension. Books offer more complicated words… |
Sequence 183177 Awes • Supporting the Dyslexic Child in the Montessori Environment may misread many words or read words accurately though… |
Sequence 184178 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Scientists think that after a child has correctly read a word several… |
Sequence 185179 Awes • Supporting the Dyslexic Child in the Montessori Environment a language in which spatial memory is central, as… |
Sequence 186180 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 of children who were poor readers in the third grade remained poor… |
Sequence 187181 Awes • Supporting the Dyslexic Child in the Montessori Environment go hand in hand. Other times, it might look like a… |
Sequence 188182 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 because the dyslexic cannot simply memorize but must understand the… |
Sequence 189183 Awes • Supporting the Dyslexic Child in the Montessori Environment the letters of the alphabet is the most significant… |
Sequence 190184 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 To help children with learning delays, it is essential to observe and… |
Sequence 191185 Awes • Supporting the Dyslexic Child in the Montessori Environment If a diagnosis is made, an adult should explain to the… |
Sequence 192186 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Systematic phonics instruction helps children increase their ability to… |
Sequence 193187 Awes • Supporting the Dyslexic Child in the Montessori Environment task and by breaking the whole task down into its… |
Sequence 194188 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 school, rather than one or two years. This further repetition can make a… |
Sequence 195189 Awes • Supporting the Dyslexic Child in the Montessori Environment Letter sounds are introduced with the sandpaper… |
Sequence 196190 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 However, this will only happen because the child has been in- directly… |
Sequence 197191 Awes • Supporting the Dyslexic Child in the Montessori Environment Dyslexic readers in Montessori follow this same… |
Sequence 198192 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 effect of practice, as the brain creates a neural circuit when expertise… |
Sequence 199193 Awes • Supporting the Dyslexic Child in the Montessori Environment As the child enters the elementary classroom, the… |
Sequence 200194 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 peer guidance for oral reading also increase their fluency.52 Parents… |
Sequence 201195 Awes • Supporting the Dyslexic Child in the Montessori Environment Montessori referred to the integrated spoken and… |
Sequence 202196 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 are found with the manipulative materials in the classroom and the wider… |
Sequence 203197 Awes • Supporting the Dyslexic Child in the Montessori Environment As the child works towards the mastery of sound-symbol… |
Sequence 204198 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Because the second-plane child likes reasons, Montessori teachers give… |
Sequence 205199 Awes • Supporting the Dyslexic Child in the Montessori Environment units, and children should learn all of the most… |
Sequence 206200 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 chologists and special education teachers can serve as consultants to… |
Sequence 207201 Awes • Supporting the Dyslexic Child in the Montessori Environment In some cases, a dyslexic child may benefit from… |
Sequence 208202 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The trained Montessori adult observes the child and provides her with… |
Sequence 209203 Awes • Supporting the Dyslexic Child in the Montessori Environment Academic Interventions, ed. by Berninger and… |
Sequence 210204 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 22. International Dyslexia Association, “Dyslexia Basics.” 23. Shaywitz… |
Sequence 211205 Awes • Supporting the Dyslexic Child in the Montessori Environment 39. Diana Hanbury King, “A Condition Rightly Named:… |
Sequence 212206 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 53. Maria Montessori, The Formation of Man (Madras, India: Kalakshetra… |
Sequence 213207 Awes • Supporting the Dyslexic Child in the Montessori Environment 65. King, p. 18. 66. Shaywitz, Overcoming Dyslexia, p… |
Sequence 214208 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Barbara Luborsky |
Sequence 215209 Luborsky • Occupational Therapy and Montessori—Kindred Spirits occuPaTional TheraPy anD MonTessori— kinDreD sPiriTs:… |
Sequence 216210 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 ing the basics of motor development will help teachers decide when to… |
Sequence 217211 Luborsky • Occupational Therapy and Montessori—Kindred Spirits The Person, Environment, Task Triad When treating clients… |
Sequence 218212 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 manner. Due to complex historical and personal circumstances, she… |
Sequence 219213 Luborsky • Occupational Therapy and Montessori—Kindred Spirits sori’s approach in the United States. According to the… |
Sequence 220214 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 tion, and memory storage of memories that are learned. In terms of motor… |
Sequence 221215 Luborsky • Occupational Therapy and Montessori—Kindred Spirits modify task demands or reduce learning or performance… |
Sequence 222216 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Executive functioning: such as self-regulation, atten- • tion, planning… |
Sequence 223217 Luborsky • Occupational Therapy and Montessori—Kindred Spirits From Observation and Clinical Analysis to Action… |
Sequence 224218 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 classes or sports teams, and church, for example. Each of these set-… |
Sequence 225219 Luborsky • Occupational Therapy and Montessori—Kindred Spirits postural control, balance, and bilateral coordination that… |
Sequence 226220 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 ing challenging enough to be of interest but not so hard that it is… |
Sequence 227221 Luborsky • Occupational Therapy and Montessori—Kindred Spirits Working on hands and knees is another way to build trunk… |
Sequence 228222 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Red Flags Following is a list of some of the red flags that would give… |
Sequence 229223 Luborsky • Occupational Therapy and Montessori—Kindred Spirits Prolonged or severe outbursts, difficulty with regu- •… |
Sequence 230224 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 port. Because it can cause problems with the hips and knees later in… |
Sequence 231225 Luborsky • Occupational Therapy and Montessori—Kindred Spirits If a child continues to W-sit despite being asked to sit a… |
Sequence 232226 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 tive response also includes being able to successfully learn skills that… |
Sequence 233227 Luborsky • Occupational Therapy and Montessori—Kindred Spirits the supports will not be needed for as long or as often.… |
Sequence 234228 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Proprioceptive Walks on toes • Stamps feet, plays too roughly,… |
Sequence 235229 Luborsky • Occupational Therapy and Montessori—Kindred Spirits Visual Does not focus on objects • Poor eye contact… |
Sequence 236230 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The SPD Foundation has developed a taxonomy of terminology for… |
Sequence 237231 Luborsky • Occupational Therapy and Montessori—Kindred Spirits receptors are located in joints and muscles and they are… |
Sequence 238232 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Some Questions when Considering Sensory Processing Disorders Is it… |
Sequence 239233 Luborsky • Occupational Therapy and Montessori—Kindred Spirits Creating Opportunities for Proprioceptive Input… |
Sequence 240234 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 chair so they can pull on it with their feet as a way of getting prop-… |
Sequence 241235 Luborsky • Occupational Therapy and Montessori—Kindred Spirits It is very important to take a scientific approach to… |
Sequence 242236 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 menu. The sample below was made for a child who was struggling with… |
Sequence 243237 Luborsky • Occupational Therapy and Montessori—Kindred Spirits If space permits, it may be helpful to set up a quiet cave… |
Sequence 244238 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 for working in all fours to facilitate wrist extension and shoulder… |
Sequence 245239 Luborsky • Occupational Therapy and Montessori—Kindred Spirits Make sure the thumb is pointing to the ceiling • Start… |
Sequence 246240 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 PuTTing The Pieces TogeTher It is clear that OTs and Montessorians have… |
Sequence 247241 Luborsky • Occupational Therapy and Montessori—Kindred Spirits remembering not to break the child’s concentration or… |
Sequence 248242 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 the basics of sensory integration theory, an under- • standing of… |
Sequence 249243 Luborsky • Occupational Therapy and Montessori—Kindred Spirits QuesTions every Teacher asks How can I make adaptations… |
Sequence 250244 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Come prepared with proposed options for action, a referral, and… |
Sequence 251245 Luborsky • Occupational Therapy and Montessori—Kindred Spirits eQuiPMenT T h aT every inclusive MonTessori classrooM… |
Sequence 252246 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 There are many types of ball chairs available commercially. Here is an… |
Sequence 253247 Luborsky • Occupational Therapy and Montessori—Kindred Spirits www.crayonrocks.net www.funandfunction.com Lap pads,… |
Sequence 254248 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 and Communities.” Lecture. Linthicum, MD. October 18, 2013. Dunn, W.… |
Sequence 255249 Luborsky • Occupational Therapy and Montessori—Kindred Spirits |
Sequence 256250 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Nanette S. Schonleber www.ashford.edu |
Sequence 257251 Schonleber • Hawaiian Indigenous Education haWaiian inDigenous eDucaTion anD The MonTessori aPProach: overlaPPing… |
Sequence 258252 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 from the past to the future.” (J. Palakiko, Personal Communication,… |
Sequence 259253 Schonleber • Hawaiian Indigenous Education of development suggesting a fundamental unity to the human mind and… |
Sequence 260254 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 the same developmental sequence, children had within them a par- ticular… |
Sequence 261255 Schonleber • Hawaiian Indigenous Education Hawaiians in precontact Hawai‘i had a well-organized system for both… |
Sequence 262256 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 The success of HLC programs has come with challenges, how- ever. One… |
Sequence 263257 Schonleber • Hawaiian Indigenous Education Participants and Settings There were 40 participants, all of whom were either… |
Sequence 264258 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 finDings Analysis of the data revealed six themes and two links connect… |
Sequence 265259 Schonleber • Hawaiian Indigenous Education similarity to Montessori’s own writings in this area. Keomailani noted that… |
Sequence 266260 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 [My colleague’s work] was to show Hawaiian children learning together… |
Sequence 267261 Schonleber • Hawaiian Indigenous Education level. One group of middle-school teachers stated that they were very proud… |
Sequence 268262 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 & Lee, 1972) of each person. Puanani related it to the notion… |
Sequence 269263 Schonleber • Hawaiian Indigenous Education Montessori teachers were now teaching as elementary teachers and two who had… |
Sequence 270264 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 lead to related overlaps in values and goals, and these in turn lead to… |
Sequence 271265 Schonleber • Hawaiian Indigenous Education educational approach that is congruent with some of their deepest beliefs.… |
Sequence 272266 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 possibly provide a structure for indigenous educators to create their… |
Sequence 273267 Schonleber • Hawaiian Indigenous Education and Montessori educators in further developing this place-based model could… |
Sequence 274268 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Bielenberg, B. (2000). Charter schools for American Indi- ans. In J.… |
Sequence 275269 Schonleber • Hawaiian Indigenous Education Kana‘iaupuni, S. M. (2007). A brief overview of culture-based education and… |
Sequence 276270 The NAMTA Journal • Vol. 39, No. 3 • Summer 2014 Pease-Pretty on Top, J. (2002). Native American language immersion:… |
Sequence 277271 Schonleber • Hawaiian Indigenous Education Tharp, R. G., & Gallimore, R. (1988). Rousing minds to life: Teaching… |