ERIC Number: EJ1417266
Record Type: Journal
Publication Date: 2024
Pages: 20
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-3116
EISSN: EISSN-1464-5173
An Expansion of Practice: Special Education and Montessori Public School
Dena AuCoin; Brian Berger
International Journal of Inclusive Education, v28 n2 p177-196 2024
The choices for public school education in the United States have evolved to include Montessori programmes. As a result, special education practices have become visible in Montessori, making collaboration essential. The exploration of how Montessori and special education teachers collaborate through the identified constructs of (a) shared planning, (b) frequent communication, (c) shared vision, (d) mutual respect, and (e) joint trust despite the evident philosophical differences is important for students in inclusion. Data sources included in-depth interviews with teachers to identify patterns related to collaboration in Montessori public schools. Findings indicated that there is a need to establish a clear plan for connecting philosophies and for collaboration for students in inclusion, not only in the context of United States public Montessori programmes, but for Montessori practitioners in other regions and school settings. Recommendations include using a terminology comparison activity in teacher professional development and implementing an Inclusion Professional Learning Community to address the barrier of time to proactively create deep collaborative relationships built upon the established collaborative constructs.
Descriptors: Special Education, Montessori Schools, Public Schools, Inclusion, Cooperative Planning, Communication (Thought Transfer), Trust (Psychology), Elementary School Teachers, Teacher Collaboration, Educational Philosophy
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A