From my posts lately, you might be justified in assuming that I think technology will solve every ill in our educational system. Just to clarify: I don't think it will. New technologies like e-readers, and the iPad, and the LiveScribe pen *could* change the classroom model, support inclusion and diverse learning styles, and drive a universal design for learning (UDL) approach. But it will require flexible thinking and a willingness to change the status quo, support from school administrators, and changes to teacher training, both for teachers already on the job and those obtaining their education degrees.
Even without the latest gadgets and toys, however, classrooms can embrace the principles of UDL using a time-honored, well-researched approach - the Montessori Method. One could almost consider Maria Montessori to be the earliest UDL proponent. She was an educator, an advocate, and a researcher in children's education, primarily in Italy in the early part of the 20th century.
There are some great on-line resources that explain the Montessori method, which you can check out here and here. (Which I would recommend you do, because I am not Montessori trained and certainly don't want to misrepresent the program). Basically, the core idea is respect for the individual child, and her interests, pace of development, and ability to succeed. A Montessori classroom is organized at the child's level, with appropriately sized worktables and tools (like sinks), and is designed to be a calm, home-like environment. Montessori materials (or "work") are designed to engage all the senses. Research has shown that kids who attend Montessori preschools are better prepared, and possibly even ahead of their peers in reading and math skills, for elementary school.
For kids with special needs, though, I think the Montessori approach has particular power. Here's a non-exhaustive list of attributes of the approach that I think are great for such children:
1. During the Montessori work period, children typically work independently at the work of their choosing. This has been great for Siobhan because the work period does not necessarily require talking! Just concentration on a task. She also feels the pride associated with choosing her own work, by going to the (low) bookshelves, and taking the work back to her table. Often, I feel like Siobhan doesn't have as many choices to make as other kids, because she can't communicate her wishes and because we don't know what she would prefer. So this approach - treating the child as a person able to make decisions not only works, but is a key tenet of treating people with disabilities as people first.
2. There are many functional, real-life aspects of the Montessori classroom and philosophy. Kids get their snack themselves, put their dishes away, and clean up afterwards using "real" things like plates, sinks, and dustpans - not toy versions. A whole aspect of the Montessori curriculum is Practical Life - literally, the care of the home environment and the person. Special kids often need extra help in mastering this functional skills - the very skills which will be so critical to master in order for the child to live independently as an adult.
3. The Montessori materials themselves are designed to engage multiple senses, and be error-proof. Pre-math and math skills are taught using manipulatives - concrete representations of abstract ideas. These include the Pink Tower, cuisenaire rods, sandpaper numbers and letters, binomial and trinomial cubes, and numerical rods (which help the kids count to 100). The child can feel the concrete objects, master the project, and learn, innately, the theory behind mathematics. For Siobhan, a nonverbal child, this has been invaluable. She does well with puzzles and pre-math activities, in part because she gets a lot of input from the tactile activities.
4. The Montessori classroom is a calm, uncluttered environment. Each item has its place. There aren't many distracting elements on the walls. A Montessori classroom very much feels like a room in the home, with plants, reading areas, and tables and chairs appropriate for the age of the kids. For kids on the spectrum, or with sensory processing issues, a calm, peaceful, uncluttered environment allows them to concentrate on the task at hand more easily.
5. The Montessori philosophy (especially after 3 years old) is to integrate mixed-ages of kids. So, for example, the preschool program at one of our local Montessori schools is a mixed-age classroom of kids ages 3-5. The younger kids are just enraptured with the older kids, and the older kids honestly *love* showing the younger kids what to do (this doesn't surprise any parent of two or more kids, right? ;) In the case of a special needs child - especially one that can model other kids' behavior - having older, yet still peer, role models is so key to learning social behavior and learning classroom norms. The younger children ask for demonstration and modeling - from both the older peers and the teachers - and, through repetition, gain confidence and mastery of the material.
You can probably tell that Siobhan is at a Montessori preschool right now! I honestly believe that the structure, math manipulatives, and kind support from her peers have maintained her self-confidence and increased her independence. Plus, the school has been an amazing resource for our family in general.
Thank you for this post. I am so in love with the Montessori approach to education. I have never thought about how perfectly a special needs child would fit into the style of classroom; it really solidifies my deep respect and admiration for Montessori. Thank you again!
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