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Green: Quotes
Yellow: Things learned or that I plan to change
Purple: Key Points
Blue: Resources
White: Extra information

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Common Disorders and Potential Learning Differences

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Common Disorders and Potential Learning Differences

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While there are several, I chose to look a little more into a few.

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https://www.healthychildren.org/English/health-issues/conditions/adhd/Pages/Diagnosing-ADHD-in-Children-Guidelines-Information-for-Parents.aspx

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https://dyslexiagold.co.uk/Dyslexia/TeachersGuide

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https://knilt.arcc.albany.edu/What_Does_it_Mean_to_be_on_the_Spectrum%3F_Red_Flags_for_Classroom_Teachers

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https://www.youtube.com/watch?v=-IO6zqIm88s
ADHD Child vs Non-ADHD Child

https://dyslexiagold.co.uk/Dyslexia/TeachersGuide

https://files.eric.ed.gov/fulltext/EJ1183188.pdf
Dattke

https://www.hopkinsmedicine.org/health/conditions-and-diseases/adhdadd

https://www.youtube.com/watch?v=frhX0eBaGfk
Educational Video Publishing

Montessori Inclusion: Strategies and Stories of Support for Learners with Exceptionalities edited by Ann Epstein

https://www.healthychildren.org/English/health-issues/conditions/adhd/Pages/Diagnosing-ADHD-in-Children-Guidelines-Information-for-Parents.aspx

https://knilt.arcc.albany.edu/What_Does_it_Mean_to_be_on_the_Spectrum%3F_Red_Flags_for_Classroom_Teachers

https://montessori-now.com/what-is-special-education/
Christine Lowry

https://www.youtube.com/watch?v=QDaLpwKPClU
Reading and Dyslexia: A Neuroscience Perspective by Julia Volkman

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Rather than looking at a child and thinking "what is wrong with them," I will strive to re-frame my thinking instead to "what is going on with this child?" Every child that we meet is an individual person, and each one has many facets to their self. It is my job to investigate, invest time and energy and observe every child to really and truly understand who they are. This investment will help me better prepare myself and the environment to meet the needs of every child and help them create and become their best self.

Montessori Inclusion: Strategies and Stories of Support for Learners with Exceptionalities

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"We can all learn a framework for managing an inclusive classroom, rooted in our Montessori foundations, to work with all children in our schools. "

https://montessori-now.com/what-is-special-education/

I want to build my toolbox and gain a deeper understanding of which tools to use when to better serve the children in my care.

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The Montessori classroom is multi-aged, and this SHOULD lead to a helping atmosphere rather than a competitive atmosphere. By creating a school community founded on helping rather than competition, we create an environment beneficial to all children, especially diverse learners. I am going to emphasize and nurture a helping community over a competitive one (we see a lot of competitive behaviors in our school).

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Areas of potential disability that may need addition supports:
-Learning
-Seeing
-Hearing
-Language
-Physical/Motor Development
-Mental Development
-Emotional and Social Development
-Illness

https://files.eric.ed.gov/fulltext/EJ1183188.pdf
-Dattke

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"There are students who challenge us in ways that make us uncomfortable, who leave us feeling incompetent, who just confuse us, and 'keep the classroom from being normalized.'”

https://montessori-now.com/what-is-special-education/

By learning a few techniques and researching/understanding a little more about what our students are going through, we can go a long ways in helping shape their experience into a positive one.

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Every school may not be able to adapt for every child and their needs, but Montessori can be a good fit for every child. The key will be if and how the individual school can adapt to meet those needs.

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-Language and social skills are often the biggest delays.
-Children with autism often have unusual responses to stimuli and situations.
-Most autistic children are visual learners and respond well to the concrete and color coded nature of the Montessori materials (some materials may need to be adapted to be more color coded).
-Multi-sensory approaches are beneficial for children with autism that foster a concrete understanding when learning.

https://montessoriautism.com/

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With dyslexia, reading is not a direct correlation to IQ. Even if a child is struggling to read, they are often smart in many other ways. Reading is built through human relationships, sensory experience, symbol systems, attentional control, writing practice, and memory capacity (both working, short, and long term). While some areas of the brain develop automatically without reading, other areas further fully develop through reading acquisition. The visual word form area (VWFA) of the brain is not active for dyslexic readers, and brain scans have shown this. Reading disability has a genetic marker. We also know that different parts of the brain are used depending on what language is being spoken. This lets us know that their are different types of dyslexia. Some key things to watch out for are no left to right progression and inventive spelling.

Reading and Dyslexia: A Neuroscience Perspective by Julia Volkman

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Key Point: Setting the Stage for a Successful Referral Conference with Parents

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Key Point: Setting the Stage for a Successful Referral Conference with Parents

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The following steps are outlined in the chapter 'How Can I Tell Her Parents?' by Cathie Perolman in the book Montessori Inclusion: Strategies and Stories of Support for Learners with Exceptionalities. They help create a game plan for how to approach difficult topics with parents in order to ensure that a child's needs are being met, and are paraphrased below:

-Create a positive relationship with parents.
-Observe the child.
-Use observations to make modifications.
-Share with parents and always mention the positive.
-Make sure you are speaking kindly. Acknowledge challenges and share what modifications have been made. Ask for parent input to solutions.
-Ask for second opinions from someone experienced within your school if you need clarity or other thoughts.
-Schedule a conference to speak with parents.
-Have a plan for your conference with the parents. Practice if possible.
-Start the conference on a positive note. Share challenges and share that you feel that everyone can get more information through a referral. Let families know that experts can help both you and the parents help the child.
-Have referral information available and ready to go. End the conference being as supportive and positive as possible with an open invitation to speak/meet again. It might take several conferences for a family to begin to notice or accept that professional help may be needed.

Cathie Perloman
Montessori Inclusion: Strategies and Stories of Support for Learners with Exceptionalities

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While not all schools follow this model, there is a multi-tiered system focused on "child study" that is used to meet the needs of diverse learners within the Montessori approach on a school wide level. This model has 3 tiers. Tier 1 includes full immersion in the Montessori environment that may include an action plan with in-class and at home supports. Tier 2 is more intensive with consultations with clinicians. Tier 3 is the most intense tier and may indicate potential qualification for special education services. This level of the tier may mirror special education services including one-on-one instruction, intensive therapy, and other modifications. While the language is different (data and action plans versus sensitive periods, observations, explosion into language, etc.), they are both centered around the guide acting as a scientist and observer and are entirely focused on meeting the needs of an individual child.

Jacqueline  Cossentino and Elizabeth G. Slade

Montessori Inclusion: Strategies and Stories of Support for Learners with Exceptionalities

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Key Point: Comparing Special Education and Montessori Education

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Key Point: Comparing Special Education and Montessori Education

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Both special education and Montessori education have a focus on the child as an individual, sequence experiences using concrete materials, and have teachers trained to observe and make decisions based off of their observations.
The Montessori approach aims to follow every child as an individual, and through observation make decisions to change the prepared environment to best suit the children's needs as they construct themselves.
Special education legislature has passed the Individuals with Disabilities Act (IDEA) that "guarantees children with disabilities (ages 3 through 21) a free and appropriate education in the least restrictive environment, most often considered to be the child's local public school" (pg. 16). These children are provided with IEP's, or an Individualized Education Program, with measurable goals and objectives.
Public Montessori schools have special education specialists and personnel provided by the school district. Private Montessori schools typically ask for assistance from the child's future school district, create their own in house programs, and rely on the classroom teachers for modifications and support in areas identified by specialists.
Montessori education focuses on Dr. Montessori's developmental model where a child is constructing themself and following the path of universal and innate tendencies that is explored and developed through interaction with the environment. Special education focuses on a medical model where accommodations and interventions are put in place to help a child adapt. The main focus here is that the child will either be job or college ready by the end of high school.
What both models focus on is helping a child reach their full potential. Solutions to combining a special education and Montessori approach include identifying what they have in common. This includes an approach that supports the development of a child with learning differences, creating an inclusive community for the child while meeting any standards/regulations, using everyday language, offering an environment with choice and independence that allows the child to master skills, and using data to evaluate the child (22). While these may look different in each model, they are essentially striving for the same purpose.

Montessori Inclusion: Strategies and Stories of Support for Learners with Exceptionalities

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Key Point: Key Features of Montessori Inclusion

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Key Point: Key Features of Montessori Inclusion

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-Freedom of children (builds intrinsic motivation)
-Optimizes sensitive periods and therefore self-construction
-Work (fulfills a need within the child and builds their personality)
-Repetition (allows the child to work until they internalize whatever need the work is fulfilling)
-Builds concentration (foundation for learning)
-Achieve normalization
-Intrinsic motivation (does not use praise or blame)
-Order, freedom, and discipline (leads to a higher level of independence and self-discipline)
-Appreciation of silence
-Practical Life (helps children achieve independence and further develop their self

Dattke
https://files.eric.ed.gov/fulltext/EJ1183188.pdf

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Key Point: Inclusion of Children with Limitations

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Key Point: Inclusion of Children with Limitations

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The goal of Montessori inclusion would be to help every child achieve the highest level of "self-determined and responsible management of their daily life." This means something different for every child. What we can do as the guide is provide an environment where the child is able to build and develop their sensory motor, social-emotional, cognitive, and interactive skills. This is done by following the interests of the child and providing them with many concrete and sensory opportunities to learn and explore.
Through observation, the guide can utilize the materials as a diagnostic tool to determine how the child's skills are progressing.

Dattke
https://files.eric.ed.gov/fulltext/EJ1183188.pdf

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Children with ADHD often also struggle with depression, anxiety, and oppositional defiant disorder.

*My thoughts: This means that these children need our sensitivity and support in even more ways than just their ADHD. However, these additional struggles might make discovering the underlying issues more difficult. It is our job to try and see the whole child.

https://www.youtube.com/watch?v=-IO6zqIm88s

-  ADHD is now the term used to describe attention deficit disorders (previously ADD).

-  Symptoms of hyperactivity are usually present by age 7.

-  Symptoms are usually present in preschoolers.

-  ADHD is often not noticed until more structured elementary programs/expectations.

-  The 3 types are impulsive/hyperactive, inattentive/distractable, and combined.

-  The cause is unknown, but thought to be genetic.

-  It is a brain-based biological disorder. The brain does not produce as much dopamine and its metabolism is different than that of a brain without ADHD in attention, control, and movement.

-  4-12% of children have ADHD, and boys are more likely than girls to have it.

-  Symptoms include inattention, impulsivity, and hyperactive behaviors.

-  ADHD is the most commonly diagnosed childhood disorder, and can often mimic other behaviors. Impairment at both home and school help a doctor or psychologist diagnose it.

-  Behavior training, appropriate school placement, and medication are usual aspects of a treatment plan.

-  Psychostimulant medications help balance chemicals in the brain. There are various kinds that work in different ways and for varied amounts of time.

https://www.hopkinsmedicine.org/health/conditions-and-diseases/adhdadd

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Key Point: Special Education Collaboration

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Key Point: Special Education Collaboration

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While most Montessori guides are not necessarily trained in special education, working collaboratively with a special education professional helps create an inclusive and supportive environment for the children needing this service. This can take several forms, including the special education personnel acting as a consultant or working as a part-time or full-time teacher at the school. The consultant model is occasional whereas the teacher model is constant. The specific trainings and needs of a school will change over time.
"Students with disabilities may need curriculum accommodations, modifications, medical support, social and/or emotional supports, or may have other disability related needs" (pg. 8). It is necessary to create a program for each child that puts policies and procedures in place to best meet their needs. These policies must be "developed, supported, observed, and measured" (pg. 8). Collaboration is necessary across school personnel, consultants, and families to best serve the needs of the child.

Montessori Inclusion: Strategies and Stories of Support for Learners with Exceptionalities

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Key Point: A Montessori Multi-Tiered System of Support

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Key Point: A Montessori Multi-Tiered System of Support

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When looking at the Montessori approach, tier one involves all of the things that we already strive to include in our classrooms through preparation of the environment and classroom community. This includes having developmentally and age appropriate materials available, creating a minimal environment without a lot of visual or auditory clutter, a diverse arrangement of work spaces to meet different needs, and a well-though out display of materials. Beyond the preparation of the environment, the Montessori approach creates an environment with a routine, schedule, and consistent transitions, as well as maintaining clear and consistent expectations. The Montessori classroom incorporates many important opportunities for learning, such as "scaffolded instruction...opportunities for repetition, self-paced learning, and freedom of choice with responsibility" (pg. 47). Continual observation by the teacher helps guide the lessons and development of each child individually. Through Grace and Courtesy lessons, a peaceful classroom community is created while the children engage in learning social-emotional skills. Children are able to actively work on developing executive functioning and self-regulation through freedom and choice within the classroom.
Tier two aims to manage the learning of a struggling child by placing supports in areas where the child is needing additional help. These supports are determined through observation, and may include targeted teaching, learning, and supporting behaviors in addition to all aspects of Tier 1. This might take the place of accommodations such as strategies, techniques, and tools that allow the child to participate in the classroom alongside their peers. This could take the form of a visual schedule, heavy practical life works, etc. Specific lessons might need to be given in social interactions and verbal responses that would otherwise be learned through natural interactions. The Montessori classroom focuses on self-regulation and social-emotional skills. These lessons can be further specialized to help meet the needs of children with learning differences. A few key activities that support these skills that are already an integral part of the Montessori classroom include "The Silence Game, Walking on the Line, limiting identical materials, teaching Grace & Courtesy, and conflict resolution" (pg. 48).
Tier 3 is even more of a collaboration with all of the professionals and the family working with the child. Through observation, data is compiled and a "Systematic Individualized Intervention Plan" is developed to help guide the child towards positive behaviors and to get the instruction that the child needs while establishing roles and expectations of the adults (pg. 50).

Christine Lowry
Montessori Inclusion: Strategies and Stories of Support for Learners with Exceptionalities

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https://www.youtube.com/watch?v=-IO6zqIm88s

This makes me think of the quote about how you never know someone's whole story and why they do the things they do. While that typically applies to adults, the same is true for children...except that it is our job to figure out what that whole story is and to try to see the whole child.

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"No social problem is as universal as the oppression of the child."

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"No social problem is as universal as the oppression of the child."

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-Maria Montessori

While this quote holds true for all children, it is especially true for those with learning differences. It is our job to help each child reach their full potential in a loving and nurturing environment.

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"Nature creates differences. Society Interprets them as disabilities." 

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"Nature creates differences. Society Interprets them as disabilities." 

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-Silvia Dubovoy

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"Ask yourself, am I teaching to my agenda, to my expectations, to my set of should, would, could, and ought? Or am I willing to reflect and transform myself to guide each and every child?"

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"Ask yourself, am I teaching to my agenda, to my expectations, to my set of should, would, could, and ought? Or am I willing to reflect and transform myself to guide each and every child?"

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-Christine Lowry

https://montessori-now.com/what-is-special-education/

It is our job as the Montessori guides to adapt and change for our students to best suit their needs. It is our job to prepare the environment for the children, and to prepare ourselves. In this way, we will best foster an inclusive environment.