Inclusion of children with special needs in early childhood Montessori schools in the Philippines

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ID: 285922
2023
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Abstract
This study delved into inclusive education practices in Early Childhood Montessori Schools in the Philippines and described the factors that facilitate or impede the inclusion of children with special needs in Casa classrooms. This study utilized a qualitative descriptive research design. Based on the analysis of the interview responses of the 18 Montessori-Trained and Certified Teachers from 8 authentic Montessori Schools nationwide, this study found that, despite Montessori Education being inclusive in nature and even considered as the first model of inclusive education, conflicting views and beliefs towards children with special needs and of the inclusion of children with special needs are prevalent. However, the majority of Montessori Teachers agree that Montessori Education is beneficial to CSNs. Identified impediments to inclusion include parents' denial or inconsistency in sending child to therapy, child's behavior, teachers' lack of training, challenges in attaining normalization in the classroom, and stigma towards children with special needs. It is imperative that Montessori, as an entity, establish a unified protocol for inclusion of CSNs on a local and global level. Implications for course content to include special education in the basic Montessori Teacher Preparation and Training Program is vital to equip Montessori Guides in handling the diverse types of learners in classrooms. Doing so would facilitate relatability to non-Montessori educational practices, making collaboration with non-Montessori professionals easier, in support of the child. Government guidance on how to implement RA11650 in non-traditional schools such as Montessori is also needed to align goals in Philippine education.
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Authors Malapit, Karylgem Rowena C.
Journal Malay Journal
Year 2023
DOI
DOI not found
URL
https://animorepository.dlsu.edu.ph/etdm_elmd/49
Keywords Keywords not found

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