More and more students with a diversity of unique behavior and learning needs are enrolling in Montessori classrooms in independent, public, and charter Montessori schools. And, more and more Montessori school leaders and classroom teachers are expressing their concerns:
“I don’t know how to work with these kids.”
“There are just too many challenges in my classroom.”
“My teachers will just quit if I put these students in their classrooms.”
“Is Montessori a good fit, the right place for these kids?”
As Montessori educators, we are not alone. According to the National Center for Education Statistics, students 3-21 years of age receiving special education services under the Individuals with Disabilities Education Act (IDEA) rose to 14% between 2012- 2019. A full percentage increase across all public education settings.
This statistic, however, does not report on the largest group of students who challenge us: those students not formally identified through the IEP process. It is this group that leads teachers to report “50% of my class is special needs.” This large group of diverse, unique learners, at every level, raises questions for the educational community including Montessori.
A brief history
Requirements for free, appropriate public education, or FAPE, and least restrictive environment, or LRE, expanded in IDEA (2004) (Individuals with Disabilities Education Act). This law, combined with increased funding and Head Start mandates for serving a percentage of students with disabilities, led to an increase in inclusive education programs. In 2009, a joint statement released by The Council for Exceptional Children: Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC) identified three components of inclusion: access, participation, and supports for all children. The latest statement from the DEC lists five priority issues needing attention in its Priority Issues Agenda 2018.
High-quality inclusion
Overcoming implicit bias
An appropriate response to behavior
Creation of strong family partnerships
Preparation of a highly effective workforce
What does Inclusion mean?
Inclusion is more than a place… Inclusion means that all young children, regardless of ability, are given an authentic opportunity to fully participate in the experiences any child might have. The evidence clearly shows that all children developing within intentionally inclusive cultures simultaneously acquire a sense of belonging and membership, cultivate positive social relationships and friendships, and more comfortably reach their full potential (DEC 2018).
An inclusive classroom can benefit all students at every level. Universal best practices:
Differentiated instruction that increases student engagement
Academic supports that help each student access the curriculum
Behavioral supports that help maintain a positive learning environment for everyone
Respect for diversity that creates a welcoming environment for all
(Inclusive schools, 2015) serve, support, and educate every student, regardless of formal designation of “special needs,” as well as the many students who challenge us for all variety of reasons (economic status, trauma, sensory issues, cultural differences, English learners, etc.).
With the increase in students who challenge us, the trend toward inclusive classrooms, the move toward most students being served most of the time in the general education classroom, and the use of multi-tiered systems of support in these classrooms, a closer look at the obstacles to implementation might provide some guidelines for serving these students.
The Obstacles
A review of the literature points to the two greatest obstacles: attitudes of school leaders and classroom teachers, and teachers who are not adequately prepared with the education, knowledge, training, or skills to feel confident in their ability to competently meet the needs of all of their students.
Studies over the past thirty years demonstrate the significance of teachers’ attitudes in the implementation of inclusive classroom practices. An examination of variables is consistent regardless of setting, levels taught, years of classroom experience, and acceptance
of the model.
Across studies, teacher attitude has been found to determine willingness to work with diverse learners, use instructional practices that would benefit all students, an attitude correlated with student achievement.
Firmly held beliefs, attitude, bias, and preconceived notions about diverse learners are being compounded by a lack of expectation for self-reflection. Commonly held misconceptions include: students with differences in behavior and learning should be taught by special education staff outside of the regular classroom; that curriculum must be modified, and supporting students with behavior difficulties takes too much time away from other students. Negative attitudes and beliefs contribute to a lack of confidence or self-efficacy, feelings of not knowing how to provide for a variety of learners, lack of support from school administrators, as well as greater stress and “burn-out.”
One study of interest to the Montessori community compared Montessori and non-Montessori early childhood teachers’ attitudes toward inclusion (Danner). Although both groups indicated a similar value and support for inclusive education, the non-Montessori credentialed teachers felt they had a greater understanding and knowledge of the variety of diverse learners, with most having completed some special education coursework as part of their teacher preparation program. The Montessori credentialed teachers, however, felt less able to provide an inclusive environment, to modify materials, (if needed), and to contribute to a sense of belonging for each student. With little prior knowledge and limited or no exposure to teaching an inclusive classroom during Montessori teacher preparation, it was hypothesized by the authors that Montessori teachers may not recognize the alignment between Montessori education and recommended best practices for inclusive classrooms.
Montessori Could Be a Perfect Model for Inclusive Classrooms
If we reflect on our history as Montessori educators, let’s remember what set Dr. Montessori on the path of scientific pedagogy. Her response to her early work with students considered to be ‘deficient’ was curiosity and inquiry. She searched for answers and with knowledge, observation, experimentation, and patience, she developed an education system founded on respect for each individual child.
With further reflection on the foundations of this system of education meant to respond to the needs of all children, we see:
A child-centered system that “follows the child” with the child’s needs before all else.
An environment prepared to meet students’ needs in all aspects.
A three-year curriculum using manipulative multi-sensory materials.
A mixed-age group of students meant to learn each at their own pace.
A differentiated instruction with expectations, goals, and plans for each student.
A classroom community built on trust, support, social-skills, and belonging for all.
This is a system, a philosophy, a curriculum, and practice that naturally includes all the best of special education and inclusive classroom practices. Those practices that are our 100+ year tradition are now being implemented in inclusive classrooms at every level and in every setting in non-Montessori classrooms all over the world. The language might be slightly different but, in practice, it is the same.
Montessori IS the Model of Inclusion
It starts with attitude. Dr. Montessori calls on us to regularly engage in self-reflection. How many of us are willing to take a long, hard look at our attitudes toward students who challenge us, to question our beliefs, our biases, our preconceived notions. Maybe, most difficult of all, is our willingness to look at our expectations about who our students should be and what our Montessori classrooms need to be looking at?
Can we come to see differences rather than disabilities and deficits? Can we see neurodiversity as naturally occurring and contributing to the richness of our Montessori classrooms?
The need for increased teacher education and professional development for working in inclusive classrooms is well established. Montessori and non-Montessori educators alike need greater knowledge, greater skills, and supports to be successful in their classrooms. (Gaines). School leaders need to see the value and benefit of inclusive classrooms and support teachers with the ongoing professional development and coaching they need to create a school-wide culture of inclusion using Universal Design Learning and a Multi-tiered System of Support to provide universal best practices for all students, focused supports for behavior and learning, and a team approach for systematic, individualized interventions as needed.
Many in the broader education world are calling for improved teacher preparation programs that prepare teachers to create a responsive social-emotional environment of belonging for all, provide differentiated instruction as a matter of course, and understand and use responsive guidance in managing their classrooms. Is it time for Montessori teacher preparation programs to look at their instruction? Perhaps integration of universal teaching practices and techniques for differentiating instruction while learning Montessori materials’ presentations would give new teachers greater confidence in their ability to support diversity. With child development, observation, and positive, respectful classroom management as priorities, would we have an opportunity to re-examine the foundations of the Montessori system and implement them in inclusive
Montessori classroom?
The Future
As we contemplate our place in education, there is much we can learn from outside of the Montessori community. But there is so very much we have to share as inclusive classrooms become the norm. An exchange of knowledge, research, understanding, and experience can support all of us on the path of honoring and respecting differences and seeing all individuals as unique and valuable members of our community. In our collaborative efforts, we can work toward a peaceful world where everyone belongs.′
References
Danner, N. (2015). Montessori and non-Montessori early childhood teachers’ attitudes toward inclusion and access.
Journal of Montessori Research, 27-41.
Division of Early Children. (n.d.). https://www.dec-sped.org/priorityissues.
Gaines, T. (2017). Perceptions and attitudes about inclusion: Findings across grade levels and years of teaching experience. Cogent Education, 1-11.
Shanks, P. (2014). Building the Inclusive Montessori School. NAMTA Journal, 5-36.
Stauble, K. (2009). Teacher attitudes toward inclusion and the impact of teacher and school variables. https://doi.org/10.18297/etd/1375: Theses and Dissertations Paper 1375.
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