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Montessori and non-Montessori Early Childhood Teachers' Attitudes Towards Inclusion

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Published on Mar 31, 2014

2014 AMS Annual Conference - Natalie Danner: Complete Poster available at http://amshq.org/Publications-and-Res...

250 Montessori and NonMontessori early childhood teachers completed an online survey about their feelings, thoughts, and actions about inclusion of students with disabilities. Montessori and NonMontessori teachers reported similar supports within their schools for inclusion and similar use of techniques like Universal Design for Learning (UDL). However, Montessori and NonMontessori teachers differed significantly in their knowledge of inclusion. Montessori teachers were more likely to rate their knowlege of inclusion lower than NonMontessori teachers. This correlates to teachers' professional development about special education or inclusion. NonMontessori teachers, on average, completed more than three college courses in special education, where Montessori teachers, on average, completed no coursework in special education, only a related seminar or workshop. The results of this study regarding the positive inclusive attitudes of early childhood teachers are encouraging. More professional development may be beneficial for Montessori teachers to feel confident in serving students with disabilities effectively.

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