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School of Education, Liberty University
Maria Montessori
Annotated Journal Articles on Maria Montessori
Afshan, A., Mushtaq, A., Rehna, T., Sabih, F., & Najmussaqib, A. (2022). Effectiveness of
Montessori Sensorial Training Program for Children with Mild Intellectual Disabilities in
Pakistan: A Randomized Control Trial. International Journal of Disability, Development
and Education, 71(1), 13–23. https://doi.org/10.1080/1034912x.2021.2016657 Low or
middle-income countries, such as Pakistan, have a higher chance of having children with
an Intellectual Disability (ID). This leaves children with intellectual disabilities of any kind
in Pakistan with little to no value, and because of this, their families face many
additional challenges. Like any child with a disability, the need for hands-on and specific
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schooling is beneficial in order to support their learning needs. Dr. Maria Montessori
thought that to support the diverse learning needs of children with intellectual
disabilities, a hands-on approach included sensory training using the five senses. A.
Afshan et al. 2022 investigated the use of Montessori's ideas to educate the children of
Pakistan ID. The idea behind this was for children with mental impairments to become
independent and possibly self-sufficient individuals who would be able to live within the
boundaries of the community. Due to this idea, Anjum and the team gained consent
from families and students to conduct a study on the effects of Montessori practices to
determine if they could educate children with ID; of the 71 children, only 30 children
participated in the study, and of that two groups were formed. The first 15 participated
in the intervention, and the other 15 were wait-listed or used as the control group. The
program had three sections; each was roughly 50-60 minutes and had specific training
intervention activities associated with them. The group associated with the intervention
showed improvement in cognition and behavior. Persistent scores did appear to show
over time in the control group. A. Afshan et al. (2022) think using Montessori's approach
to teaching children with intellectual disabilities is sustainable. Additionally, the
intervention group was able to see gains in the area of motor movements. These include
holding objects, gripping and using objects, and even the varying sizes of objects. Lastly,
(Moore,2001, as cited in A. Afshan et al., 2022) even state that the sensory approach
impacts even students with language impairments.
Halyna Bilavych, Nataliia Bakhmat, Tetyana Pantiuk, Mykola Pantiuk, & Savchuk, B. (2022).
Organization of an Inclusive Educational Environment for the Students with Special
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Needs /. Strategii Na Obrazovatelnata I Naučnata Politika, 30(30), 559–576.
https://doi.org/10.53656/str2022-6-1-org
The need for support in the area of self-help and communication poses a concern for the
researchers of this article. The idea that children with disabilities were seen to be at the
top of concern for the state policymakers. Because of this, children's ability to effectively
communicate became a priority of the utmost. The need to incorporate Montessori's
practices into the education setting was needed for ages 7-10. This time frame holds
significance not just in language skills but also in listening skills. Together, these two
areas make up communication skills. Therefore, students with special education needs
are at the forefront of this topic. The methodology behind this idea is to have students
with communication needs in inclusive settings within their schools, allowing them to
listen and speak (communicate) with peers of the same age in various capacities
throughout the day. Although the research found that it was not uncommon for
students to have a better language with family members or friends outside of school,
the lack of communication with school personnel and peers created a barrier. The
research draws on Montessori's idea that to support the deficit, the child must be in an
environment that cultivates support for the disorder. In addition to communication skills,
the team looked at the support needed for self-help and life skills, commonly referred to
as adaptive skills. One area where Bilavych and her team saw communication growth
was in the area of gameplay. This theory was advocated by the: "Montessori Method"
and helped to highlight that a child's brain has natural abilities to support this particular
exercise. Furthermore, group work at higher school levels better supports
communication for the growing language needs of students with developmental needs.
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Whether or not the child directly participates in the class activity or game, they receive
information (Bondar, 2006; Lyashenko, 2008, as cited in Bilavych et al., 2022). Knowing
they are included or immersed in a language-rich classroom supports their
communication needs. Bilavych et al. (2022) explain that many of M. Montessori's ideas
for education are utilized within many realms of the Ukrainian education system and can
be seen from preschool to higher learning levels.
Long, T., Westerman, C., & Ferranti, N. (2022). Children with Disabilities Attending Montessori
Programs in the United States. Journal of Montessori Research, 8(2), 16–32.
https://doi.org/10.17161/jomr.v8i2.18639
Maria Montessori's teaching methods are still prevalent among young learners today.
This idea goes beyond the typical Montessori classroom. These principles can also be
applied to Children With Disabilities (CWD). Researchers Long, Ferranti, and Westerman
set out to find just how many American Montessori-based schools serving children aged
0-3 and aged 3-6 also served CWD. Of the three hundred and fifty-five schools polled,
only 80 completed the survey in full. The questions posed for the research were all
based on the idea of serving CWD in Montessori programs. Of those that answered, 71
CWD, or 3.75% of birth to 3, and roughly 395, or 8.49% of CWD that range in age from 3-
6. Of those who serve CWD, there are a variety of disabilities.
However, most commonly, speech-language was identified as primary.
Additionally, the completed survey included questions regarding the need to support
students. Top answers include enhanced support or training for staff and additional
specialists. Of those surveyed, the directors indicated a desire to increase the knowledge
level of their teachers to support the growing need for CWD. Montessori's idea is based
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on child development and an individualized curriculum approach. Her idea meets much
of what is needed to support and grow CWD. Even though Montessori's approach leans
toward hands-on, social skills, and sensory materials, this programming style has yet to
be utilized for CWD in the United States.
(Yu and Park, 2020, as cited by Long, Ferranti, and Westerman, 2022) stress the
importance of CWD in the inclusive classroom, thus supporting the need to differentiate
among curricula and meet the needs of different learners. Lastly, a successful program
requires collaboration between special educators and Montessori teachers (AuCoin and
Berger, 2021, as cited by Long, Ferranti, and Westerman, 2022).
Synthesis of Articles on Maria Montessori
Although the three articles were from different countries and represented different
views, they all point to the same conclusion: Maria Montessori's education ideas considered the
whole child. Her ideas included educational skills, self-help, independence, and adaptive skills.
Montessori’s research has not been investigated further since her original findings and unique
approach (Ungerer, 2015, cited by AuCoin and Berger, 2021). Further, each article examined
supporting students with various disabilities; because of that, two ideas in particular were a
common thread. One area was the need for communication support. Communication is critical
in the early stages of development. The article indicated that earlier intervention with peers
helped to support the growth of language development and the understanding of
conversations. Conversation for children with disabilities does not always come naturally, and
the support of typical developing peers supports the growth and this idea. Secondly, support for
motor development is critical to children's development. Motor development can be seen in
the child's development and ability to grasp objects of different sizes, climb stairs, and use
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playground equipment. This level of early learning is critical for the development of the
outcome of children
(Papatheodorou, 2010, as cited by Somma et al., 2023).
Preliminary Thesis Statement: Maria Montessori
Maria Montessori's four areas of child development (cognitive, language,
socialemotional, and physical) were the driving force behind what we now understand as
Montessori Education. These four areas profoundly impact the development of students with
diverse learning needs. Each area impacts the brain's development, which helps support the
learning elements later developed throughout education—Montessori's ideas support the vast
learning needs of students with disabilities.
Disability Rights/Special Education
Kirksey, J. J., Gottfried, M. A., & Freeman, J. A. (2022). Does Parental Involvement Change
After Schools Assign Students an IEP? Peabody Journal of Education, 97(1), 18–31.
https://doi.org/10.1080/0161956x.2022.2026717
This study takes a novel approach to the long-standing topic of parents' participation in a
child's education. It delves deeper, focusing specifically on whether parents alter their
involvement when their child is supported by an Individual Education Plan (IEP). This
shift, which the authors term a 'redefinition of interaction,' is a unique and significant
aspect of our research. It marks a change in how the child is perceived by both the
school and the parents, leading to a reevaluation of support efforts.
The study was designed to compare parental involvement in four distinct areas. The first
is the microsystem, which refers to the home-school environment and how the parent
supports the child with activities that take place at home (e.g., homework). The second
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is the mesosystem, which looks at school-based involvement and how the parents
participate in activities done after school hours (e.g., attending school events or meeting
the teacher). The third is the exosystem, which considers the neighborhood or the
indirect aspects of the parent's life (e.g., work schedule). Lastly, the study examines the
macrosystem, a unique concept for families in poverty or social inequality (e.g.,
immigration).
The research findings indicate a slight increase in support for students with IEPs,
particularly among families of certain demographic groups. Interestingly, this support
change was influenced by the parent's inability to provide support due to a language
barrier. However, in other sections of the study, this same subgroup remained active
with school-based involvement. These findings have important implications for
understanding the dynamics of parental involvement in the context of IEPs.
Additionally, this research found that when it compared families of different
socioeconomic status and even levels of education, there was an impact on the level at
which parents participated. Some of this was due to the time in which meetings could
be held, the parent's need to work, and the need to be accommodated (Crosnoe, 2010,
as cited by Kirksey, Gottfried, and Freeman, 2022).
Womack, T. A., & Johnson, A. H. (2021). Examining the Likelihood of Parents’ Homework
Involvement With Elementary-Aged Students With Individualized Education Plans.
Remedial and Special Education, 43(4), 074193252110479.
https://doi.org/10.1177/07419325211047956
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Homework support and the need for parental assistance have long been prevalent,
particularly among elementary-aged children. A key concern was whether children with
an Individual Education Plan (IEP) at the elementary level were receiving adequate
support at home. Were they receiving the same level of assistance as their peers
without an IEP? This study, which surveyed parents of both groups, provides valuable
insights into the diverse types of support given to students. At the elementary level,
homework serves as a platform to apply developing skills and enhance students' time
management and organizational abilities.
When considering the socioeconomic and diverse families that completed the survey, it
became evident that families that work longer hours, have multiple places of
employment, and do not have the liberty of a flexible schedule faced more significant
barriers than those that only worked one job, had a stable work schedule and had an
allaround different financial situation. The struggles of these families, who, despite their
lower socioeconomic status, strive to be involved in their child's education, are a
testament to their dedication and resilience.
Students who receive support through an IEP have more difficulties with homework
than peers who do not have an IEP (Gajria & Saledn, 1995, as cited by Womack and
Johnson, 2022). According to Womack and Johnson (2022), the impact of parental
support continues to be formed as parents work and support these children even in
ways not seen by the school. This underscores the crucial role of parental involvement in
students' learning, highlighting the need for further research and support.
Huscroft-D’Angelo, J., Farley, J., Hurley, K. D., Lambert, M., & Trout, A. (2021). Engaging
Parents in Special Education: An Examination of Knowledge and Access to Resources.
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Exceptionality, 30(3), 1–14. https://doi.org/10.1080/09362835.2021.2006060 Engaging
parents in the Individual Education Plan (IEP) process supports the child's growth and
development. The team is an integral part of what makes the child's success possible.
When or if parents feel that they need to learn or understand the process of how special
education works, they may find themselves less involved in or willing to provide their
thoughts on how their child is excelling in school. Consider these additional factors as
children leave elementary school and move to secondary school. Historically, parent
involvement had tended to drop off once they left the elementary setting, or could the
cause be due to when the child first received special education services? These two
areas could influence the knowledge and resource level the family may or may not have.
Parents who create conversations with their child's teacher have a better understanding
of how to support their child. However, the same could be said for the school and
teachers. Some parents felt very knowledgeable, and others felt they did not know as
much about what questions to ask or who to ask. J.Huscroft-D'Angelo et al. (2022)
expressed ways to engage parents in what is happening at the school level, such as
sending emails, creating newsletters, and promoting school-based groups for the
families. Consider whether the family or parent feels the topic is more complex than
their understanding (Fish, 2008; Lytle & Bordia, 2001, as cited by JJ.Huscroft-D'Angelo et
al., 2022). The meeting purpose should always be centered around the need(s) of the
student.
Synthesis of Articles on Disability Rights/ Special Education
Parents who work multiple jobs to make ends meet, have less than flexible hours, and
live below the poverty line all have one common theme. They are not actively involved in their
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child's school on a regular basis. However, the caveat to that is that in many cases, they still put
in homework time and do not spend time with their child behind closed doors. However, in
some cases in early elementary school, parents then lowered their expectations for their child
to complete assignments or homework once an IEP was in place, according to Womack and
Johnson (2022). Additionally, when students make the transition from elementary to secondary
education, there is an overwhelming difference in how communication takes place along with
the overall educational environment (Hirano & Rowe, 2016, as cited by Freeman & Kirkey,
2022). This transition can be challenging and cause additional struggles with the completion of
homework and the involvement of parents.
Preliminary Thesis Statement: Disability Rights/ Special Education
Socioeconomic factors, including race, parent education, and poverty, influence parental
involvement in students with Individual Education Plans and impact families' ability to
participate in school-sponsored activities and complete homework on a nightly basis. Without
the support and involvement of parents, these factors will greatly impact the success of
students with disabilities and the retention of information.
References
AuCoin, D., & Berger, B. (2021). An expansion of practice: special education and Montessori
public school. International Journal of Inclusive Education, 28(2), 177–196.
https://doi.org/10.1080/13603116.2021.1931717
Freeman, J. A., & Jacob Kirksey, J. (2022). Linking IEP Status to Parental Involvement for High
School Students of First-Generation and Native-Born Families. Exceptional Children,
89(2), 001440292211084. https://doi.org/10.1177/00144029221108402
Somma, M., Ruggiero, L., Harwood, D., & Donato, K. (2024). “Maybe We Have to Create
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Something Different”: Fostering Inclusion in Montessori Education. Exceptionality
Education International, 33(1), 62–81. https://doi.org/10.5206/eei.v33i1.16594
