Articles & White Papers

Here you can read a wide variety of journal articles, white papers and historical documents relevant to your Montessori inclusion work.

Featured Articles

Find new articles monthly--all about Montessori-based Special Education & Inclusion


Indianapolis Public Schools Make Inclusion Work- Catherine Nehring (Massie)

This article, written in 2010, for the Public School Montessorian, describes a cutting edge public education project that serves children on the Autism spectrum.  Principal Mark Nardo has joined forces with the Christine Sarkine Autism Treatment Center, which is part of the renowned Riley Children's Hospital.


Enhancing Educational Achievement:  Reducing Effects of ADHD and Learning Differences with Exercise

Pickering, Joyce; Hughes, Carroll  W.; McBride, Steve; and Weatherford, Stephanie| HOPE Exercise Study Final Report, February 2015

This study has contributed to the strong need for non-medication alternatives for the treatment of ADHD and enhancing educational achievement for children and adolescents with different types of learning disabilities/ differences. 

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Montessori and autism: An interpretive description study

Master of Health Studies Thesis Paper by K. Michelle Lane-Barmapov , Faculty of Health Disciplines, Athabasca University, Athabasca, Alberta, Canada (October 2016)

In this research I asked the question "How do Montessori teachers adapt Montessori methods with children diagnosed with ASD?"  An interpretive description methodology focused on the specific modifications participant teachers applied to the Montessori method...This methodology will provide practical applications for Montessori teachers who do not have experience with children with ASD..."

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Neurophysical Soft Signs in Children and Rehabilitation According to the Montessori Method

Christel Bjorksten | The Constructive Triangle, v10 n3, Summer 1983, pp 4-8

The Montessori method has, however, also found its use in rehabilitation and therapeutic work, mainly in the USA and Munich (integrated education, Aktion Sonnenschein).  [This article describes a fascinating clinical application of the Montessori approach at a child psychiatric facility, Aurora Hospital, in Helsinki, Finland.]

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Montessori versus Orthodox: a study to determine the relative improvement of preschool child with brain damage trained by one of the two methods

William P. Argy, M.D. | Rehabilitation Literature, October, 1965, Vol. 26, No. 10

A study to determine the relative improvement of the preschool child with brain damage trained by one of the two methods.

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Promoting the Rights of Children with Disabilities

The United Nations Children's Fund | Innicenti Digest, No. 13

This Digest is intended to help raise the profile of childhood disability and to give impetus to the challenge of ensuring that children with disabilities are fully included in efforts to promote the human rights of all children.

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Convention on the Rights of Persons with Disabilities and Optional Protocol

United Nations

The purpose of the present Convention is to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity.

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Helping Children with Attentional Challenges in a Montessori Classroom: Introduction

Catherine Nehring Massie | The NAMTA Journal, Vol. 42, No. 2, Spring 2017

Catherine Nehring Massie provides important contextual information in considering children with attentional challenges. She discusses the prevalence of attentional challenges in today’s culture and the contributing factors. She gives a general overview of the spectrum of attentional challenges and some of the indicators in children.

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Helping Children with Attentional Challenges in a Montessori Classroom: The Role of the Occupational Therapist

Barbara Luborsky | The NAMTA Journal, Vol. 42, No. 2, Spring 2017

Barbara Luborsky links the medical field and Montessori pedagogy to address atypical attention in children through the lens of the occupational therapist. She provides an overview of attention and sensory processing disorders and then informs about particular diagnoses, particularly ADHD and its comorbidity with other diagnoses.


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Helping Children with Attentional Challenges in a Montessori Classroom: The Role of the Physician

Maureen Murphy-Brian | The NAMTA Journal, Vol. 42, No. 2, Spring 2017

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.

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Doing Great Things with ADHD

Catherine Nehring Massie | The NAMTA Journal, Vol. 42, No. 2, Spring 2017


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"First-Aid" Tools for Teachers with Attention-Challenged Children 


Catherine Nehring Massie | The NAMTA Journal, Vol. 42, No. 2, Spring 2017



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Partnering with Parents is Essential

Catherine Nehring Massie | The NAMTA Journal, Vol. 42, No. 2, Spring 2017


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ADHD Questionnaire

Catherine Nehring Massie | The NAMTA Journal, Vol. 42, No. 2, Spring 2017


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Implementing Inclusion Theory into Practice 


Catherine Nehring | The NAMTA Journal, Vol. 39, No. 3, Summer 2014

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.



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Catherine Nehring  | The NAMTA Journal Volume 39, Number 3, Summer 2014

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.


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Communicating with the Family for the Child’s Best Chance for Success

Joachim Dattke | The NAMTA Journal, Vol. 39, No. 3, Summer 2014

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.

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A Montessori Model for Inclusion

The NAMTA Journal

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.

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Occupational Therapy and Montessori— Kindred Spirits: Moving towards a Scientific and Medical Pedagogy

Barbara Luborsky | The NAMTA Journal, Vol. 39, No. 3, Summer 2014

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.

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