Early childhood inclusion in a public Montessori school: access, participation, and supports

Montessori;inclusion;preschool;early childhood;program quality

Danner, Natalie

关键词: Montessori;    inclusion;    preschool;    early childhood;    program quality;   

Others  :  https://www.ideals.illinois.edu/bitstream/handle/2142/78319/DANNER-DISSERTATION-2015.pdf?sequence=1&isAllowed=y

美国|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

High-quality early childhood inclusion consists of providing access, participation, and supports to young children with disabilities (DEC/NAEYC, 2009).This case study examines how a public Montessori school provides early childhood inclusion to three, four, and five year olds with disabilities.Through interviews with Montessori teachers and administrators, classroom observations, and the administration of the Inclusive Classroom Profile (Soukakou, 2010), a number of supports and barriers to inclusion were identified.Supports included Montessori-unique practices, such as peer supports and multi-age classrooms which supported inclusion, and recommended practices in early childhood special education, such as teaming among professionals and offering accommodations and modifications.Barriers included restrictive systems-level special education policies.