Montessori and Non-Montessori Early Childhood Teachers' Attitudes Toward Inclusion and Access
Journal article
Natalie Danner, Susan A. Fowler
Journal of Montessori Research, vol. 1(1), 2015 Oct 13, pp. 28-41
Cite
Cite
APA
Danner, N., & Fowler, S. A. (2015). Montessori and Non-Montessori Early Childhood Teachers' Attitudes Toward Inclusion and Access. Journal of Montessori Research, 1(1), 28–41.
Chicago/Turabian
Danner, Natalie, and Susan A. Fowler. “Montessori and Non-Montessori Early Childhood Teachers' Attitudes Toward Inclusion and Access.” Journal of Montessori Research 1, no. 1 (October 13, 2015): 28–41.
MLA
Danner, Natalie, and Susan A. Fowler. “Montessori and Non-Montessori Early Childhood Teachers' Attitudes Toward Inclusion and Access.” Journal of Montessori Research, vol. 1, no. 1, Oct. 2015, pp. 28–41.
The Journal of Montessori Research is a peer-reviewed journal which advances knowledge of Montessori education through both empirical research studies and critical reviews of the literature available in an open access forum.
Abstract: Montessori and non-Montessori general education early childhood teachers were surveyed about their attitudes towards including children with disabilities and providing access in their classrooms. Both groups reported similar and positive supports for inclusion within their schools. Montessori teachers reported having less knowledge about inclusion and less special education professional development than their non-Montessori counterparts. Implications for professional development and teacher preparation are described.
