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Title:Early childhood inclusion in a public Montessori school: access, participation, and supports
Author(s):Danner, Natalie
Director of Research:Fowler, Susan A.
Doctoral Committee Chair(s):Fowler, Susan A.
Doctoral Committee Member(s):Ostrosky, Michaelene M.; Epstein, Ann; McCollum, Jeanette
Department / Program:Special Education
Discipline:Special Education
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):Montessori
inclusion
preschool
early childhood
program quality
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.
Issue Date:2015-04-21
Type:Thesis
URI:http://hdl.handle.net/2142/78319
Rights Information:Copyright 2015 Natalie Danner
Date Available in IDEALS:2015-07-22
Date Deposited:May 2015


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