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

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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