Ph.D. thesis
Natalie Danner
2015 Mar 20
2015 Mar 20
Cite
Cite
APA
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Danner, N. (2015, March 20). Early childhood inclusion in a public Montessori school: Access, participation, and supports (PhD thesis).
Chicago/Turabian
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Danner, Natalie. “Early Childhood Inclusion in a Public Montessori School: Access, Participation, and Supports,” 2015.
MLA
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Danner, Natalie. Early Childhood Inclusion in a Public Montessori School: Access, Participation, and Supports. 20 Mar. 2015.
BibTeX Click to copy
@phdthesis{natalie2015a,
title = {Early childhood inclusion in a public Montessori school: Access, participation, and supports},
year = {2015},
month = mar,
day = {20},
author = {Danner, Natalie},
month_numeric = {3}
}
This was my dissertation completed and published in 2015 at the University of Illinois at Urbana-Champaign.
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.
My dissertation can be found at the University of Illinois's IDEALS system, free and open access:
https://www.ideals.illinois.edu/handle/2142/78319
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.
My dissertation can be found at the University of Illinois's IDEALS system, free and open access:
https://www.ideals.illinois.edu/handle/2142/78319