Publication Date
2015
Abstract
Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes toward including children with disabilities and providing these students access to the curriculum. Both groups reported similar and positive system-wide supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts. Implications for professional development and teacher preparation are described.
Publisher
American Montessori Society
Type (DCMI Terms)
Text
Type
Article
Department
Education
Journal
Journal of Montessori Research
Volume Number
1
Issue Number
1
First Page Number
28
Last Page Number
41
DOI
doi.org/10.17161/jomr.v1i1.4944
Sponsor/Funder
American Montessori Society, U.S. Department of Education
Recommended Citation
Danner, N., & Fowler, S. A. (2015). Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Toward Inclusion and Access. Journal of Montessori Research, 1 (1). http://dx.doi.org/doi.org/10.17161/jomr.v1i1.4944
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Included in
Disability and Equity in Education Commons, Early Childhood Education Commons, Special Education and Teaching Commons