Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Toward Inclusion and Access

Title: Montessori and Non-Montessori Early Childhood Teachers’ Attitudes Toward Inclusion and Access
Identifier: fac_pubs/43
Date: 1/1/2015
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
Language: eng
Type: Text
department or school name within institution: Education
Source: Journal of Montessori Research
volume: 1
issue: 1
page start: 28
page end: 41
funded by: American Montessori Society, U.S. Department of Education
Creator: Natalie Danner; Susan A Fowler
Subject: inclusion; attitudes; Montessori; early childhood; teachers; access