An expansion of practice: special education and Montessori public school

AuCoin, Dena; Berger, Brian

doi:10.1080/13603116.2021.1931717

Cited by 8 publications

(8 citation statements)

References 21 publications

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“…It’s the keystone in a strong educational policy which promotes rights and high standards of all learners and narrow inequalities (Moran and Abbott 2002 ; Stinken-Rösner et al 2020 ). The idea of inclusion is that all pupils, regardless of the abilities or disabilities, are accepted as they are, and are part of the school community and participate equally in the school practices (AuCoin and Berger 2021 ). So, in line with the idea of diversity that seem to gain ground in the recent years in the field of education (Sliwka 2010 ), individual differences must be thought as opportunities for improvement of learning and teaching practices and not as a problem (Moran and Abbott 2002 ).…”

Section: Introductionmentioning

confidence: 99%

An investigation on alternative ideas on thermal phenomena of pupils with and without learning difficulties

et al. 2023

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In the last decades, constructivism has dominated Early Childhood Science Education. Within this context, alternative ideas of pre-school pupils have been thoroughly explored and analyzed. Nevertheless, research on these ideas in individuals with learning difficulties remains scarce. Aiming to fill this gap, the present study explores alternative ideas on thermal phenomena of pupils with learning difficulties and compare them with those without learning difficulties. For this purpose, an experimental investigation was conducted with 25 pupils with learning difficulties ( M = 72,50 months, s.d. = 8,11) and 25 pupils without learning difficulties ( M = 72,50 months, s.d. = 9,50). Drawing from constructivist theory, a structured, computerized tool (A.I.H.E.T) was developed to fulfill research’s goal. Findings suggest that pupils with and without learning difficulties use almost the same ideas on thermal phenomena, on a different frequency though. The results support further the findings of other research, according to which inclusive science education not only is feasible but also it has great benefits for students with and without learning difficulties. Supplementary Information The online version contains supplementary material available at 10.1007/s43545-022-00603-5.

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Section: Introductionmentioning

confidence: 99%

An investigation on alternative ideas on thermal phenomena of pupils with and without learning difficulties

et al. 2023

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“…In essence, this is the general spirit of inclusion. As Aucoin and Berger [59] point out, within the scope of inclusion, all students irrespectively of their abilities hold the same rights in education and should equally take part in school science teaching procedures.…”

Section: Discussionmentioning

confidence: 99%

An Overview of Constructivism in the Special Needs Spectrum

Kaliampos

2024

E3S Web of Conf.

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Constructivism has dominated science education the last decades exerting great influence in that field. Nevertheless, this has not been the case for special needs sector. Indeed, few researchers have tried to extend constructivism in special needs and even fewer have investigated alternative ideas of students who lie within this spectrum. The current study tries, through literature review, to move along this line and present studies that have explored alternative ideas of students with special needs. In particular, published studies were identified through academic search engines which led to citation chasing. The collected data was read, and scrutiny analyzed leading to the final studies that were incorporated in the article. Therefore, the current article presents in a detailed and holistic view these studies that deal with alternative ideas of students with autism, learning difficulties as well as deafness about diverse physical phenomena such as mechanics, thermal phenomena, and the nature of science. Research findings suggest that these students tend to use the same alternative conceptions with those used by students of typical development, on a different frequency thought. These findings clearly support the academic belief of a holistic, inclusive education. Along this line, the findings can equip teachers with the appropriate tools to design and implement their plans based on the constructivism theory of learning in an inclusive framework. Consequently, the article fulfill to act as a motivational call for the science education community to expand research to further group of students within special needs spectrum.

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“…Moreover, the multiage classroom format-designed to facilitate self-paced learning for and by each child-empowers children to move at their own pace from introductory activities through advanced materials and concepts. These tenets of Montessori education provide a good fit for students with disabilities (AuCoin & Berger, 2021;McKenzie & Zascavage, 2012;Pickering, 2008). However, despite the rich background connecting this approach to special education, the Montessori Method has not yet been emphasized as a program for serving CWD in the United States.…”

Section: Discussionmentioning

confidence: 99%

“…School directors' desire reflects a broader gap extending beyond Montessori programs, as early childhood teachers across the nation report a need for ongoing professional development to include CWD in their classrooms, differentiate instruction, and meet individual (Yu & Park, 2020). The importance of collaboration among special educators and Montessori educators has been emphasized recently both by researchers (AuCoin & Berger, 2021) and by the Division of Early Childhood (2014), which has developed specific recommended practices to aid teachers in teaming and collaboration.…”

Section: Discussionmentioning

confidence: 99%

Children with Disabilities Attending Montessori Programs in the United States

Long

Westerman²,

Ferranti³

2022

JMR

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Early childhood education plays a critical role in establishing positive social-emotional behaviors and promoting the development of skills needed to succeed in elementary school. Although inclusion of children with disabilities (CWD) in early childhood classrooms is increasing throughout the world, numerous social, logistical, and political factors continue to present challenges to full inclusion. The Montessori educational approach, established at the beginning of the 20th century and now applied widely throughout Europe and the United States, may present a highly suitable learning context for CWD, particularly given its historical basis in efforts to meet the needs of underprivileged and cognitively delayed children. On a theoretical level, the inclusion of CWD should be an accepted practice for Montessori programs yet reports of the number and characteristics of CWD attending Montessori programs are scarce. This paper reports upon the findings of a survey of U.S. Montessori early childhood programs’ current enrollment of CWD. The survey indicated that CWD represent 3.75% of the infant and toddler (0–3 years) population and 8.49% of the preschool/early childhood (3–6 years) population at responding institutions. Additionally, although school directors indicate that their teachers generally feel confident and competent including CWD in their classrooms, they expressed a need for ongoing professional development and additional support from special education experts to further empower the inclusion of CWD in all aspects of Montessori education.

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An expansion of practice: special education and Montessori public school

Cited by 8 publications

References 21 publications

An investigation on alternative ideas on thermal phenomena of pupils with and without learning difficulties

An investigation on alternative ideas on thermal phenomena of pupils with and without learning difficulties

An Overview of Constructivism in the Special Needs Spectrum

Children with Disabilities Attending Montessori Programs in the United States

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