Articles
Read a wide variety of journal articles and historical documents relevant to Montessori inclusion work.
Featured Articles
Helping Children with Attentional Challenges in a Montessori Classroom: The Role of the Physician
Maureen Murphy-Ryan offers a clinical look at attention deficit hyperactivity disorder (ADHD). Her thorough definition of ADHD and the diagnoses that may occur simultaneously offer teachers an awareness of what this could look like in a classroom.
Occupational Therapy and Montessori— Kindred Spirits: Moving towards a Scientific and Medical Pedagogy
Barbara Luborsky explores the commonalities between occupational therapists and Montessori guides, such as their focus on the prepared environment, following the child, task analysis, and multi-sensory learning.
A Montessori Model for Inclusion
Joachim Dattke inspires the reader to consider how a truly inclusive society is beneficial for both typical children and children with disabilities. Five essential components are defined for planning inclusive schools, and the key features of a Montessori model are discussed.
Communicating with the Family for the Child’s Best Chance for Success
Joachim Dattke describes a holistic approach to supporting the needs of the family when a child has a disability. The parent and child benefit from a two-pronged approach: working with doctors, psychologists, and therapists in clinic-based settings, and working with educators in schools and parent-child groups.
The Holistic Meaning of Inclusion in Montessori Education
Catherine Nehring is a passionate advocate for inclusion and presents a rationale for creating an inclusive Montessori school and details the considerations and guidelines for creating such a school. Beginning with the United Nations Resolution (Article 24) and carefully explaining Montessori’s history with “abnormal children,” Catherine outlines the barriers to inclusion, the many options for inclusion, and the value of building partnerships with the medical profession.
Implementing Inclusion Theory into Practice
Catherine Nehring is a passionate advocate for inclusion and presents a rationale for creating an inclusive Montessori school and details the considerations and guidelines for creating such a school. Beginning with the United Nations Resolution (Article 24) and carefully explaining Montessori’s history with “abnormal children,” Catherine outlines the barriers to inclusion, the many options for inclusion, and the value of building partnerships with the medical profession.
ADHD Questionnaire
Dr. Montessori, the physician, the educator, and the scientist, integrated the three practices into one in service of the development of children. She scientifically integrated medical science and education/pedagogy, and it was called scientific pedagogy. Scientific pedagogy involved first getting to know a child in order to know how to educate that child. Therefore, in order to aid the development of a child with ADHD, it is essential to get to know him/her.
Partnering with Parents is Essential
As with any child with a disability, partnering with parents is essential for effectively helping a child. Montessori teachers must always keep in mind that parents of children with attentional challenges are under extreme stress. We must provide parent education, parent resources and try to support a positive family dynamic. We can encourage hope in the parents by sharing their child’s successes daily—no matter how small. We can also provide inspiration with stories of famous people who have ADHD
“First-Aid” Tools for Teachers with Attention-Challenged Children
Here is a list of tools for Montessori teachers to immediately begin implementing with their attention-challenged children. These tools will help the teacher manage the challenging behaviors of a child with ADHD and, in the freedom of a Montessori environment, will help the child attend better to learn to manage his/her own behaviors. For mild cases of ADHD, this may be all that is required to support a child’s success in a Montessori classroom.
Doing Great Things with ADHD
Teachers working with children with ADHD often start to wonder: Will this child ever be able to function independently as an adult in the world? Will this child ever be able to graduate high school, or complete a college course? Will this child ever be able to stay employed? Will this child ever safely be able to drive a car down the road? Will this child end up in prison? Will this child even make it to adulthood?
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