Early childhood inclusion in a public Montessori school: access, participation, and supports

Danner, Natalie

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https://hdl.handle.net/2142/78319 Copy

Description

Title

Early childhood inclusion in a public Montessori school: access, participation, and supports

Author(s)

Danner, Natalie

Issue Date

2015-04-21

Director of Research (if dissertation) or Advisor (if thesis)

Fowler, Susan A.

Doctoral Committee Chair(s)

Fowler, Susan A.

Committee Member(s)

• Ostrosky, Michaelene M.
• Epstein, Ann
• McCollum, Jeanette

Department of Study

Special Education

Discipline

Special Education

Degree Granting Institution

University of Illinois at Urbana-Champaign

Degree Name

Ph.D.

Degree Level

Dissertation

Keyword(s)

• Montessori
• inclusion
• preschool
• early childhood
• program quality

Abstract

High-quality early childhood inclusion consists of providing access, participation, and supports to young children with disabilities (DEC/NAEYC, 2009). This case study examines how a public Montessori school provides early childhood inclusion to three, four, and five year olds with disabilities. Through interviews with Montessori teachers and administrators, classroom observations, and the administration of the Inclusive Classroom Profile (Soukakou, 2010), a number of supports and barriers to inclusion were identified. Supports included Montessori-unique practices, such as peer supports and multi-age classrooms which supported inclusion, and recommended practices in early childhood special education, such as teaming among professionals and offering accommodations and modifications. Barriers included restrictive systems-level special education policies.

Graduation Semester

2015-5

Type of Resource

text

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http://hdl.handle.net/2142/78319

Copyright and License Information

Copyright 2015 Natalie Danner

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