Introduction
- Universal Design for Montessori Inclusion fuses together Universal Design for Learning concepts and practices with Montessori pedagogy.
UDL focuses on creating classroom environments that welcome and support the educational journey for all students, regardless of ethnicity, socioeconomic background, physical abilities, intellectual abilities, sexual orientation or identification, and any other factors that have ever caused blockages for equity in education.
Montessori Inclusion focuses on welcoming and supporting children who have a variety of needs, such as learning disabilities, that would have previously excluded their participation in traditional Montessori classrooms.
As children with special needs find they may not thrive in traditional public schools, parents have started to look for alternatives. Montessori promises a pedagogy that follows the natural development and pace of each individual child, making it the top choice for parents of children who need more than the public school system offers. However, due to the oversaturation of wealthy families in North American Montessori schools, many of these schools have become more focused on academics and less on the overall development of every child. This means, many children have been excluded from the Montessori classroom.
We can switch back to a more holistic Montessori education where inclusion is commonplace. By offering teacher education on inclusion, more guides will feel prepared when working with families of students who require additional supports. Teachers can begin by screening their students with the intention of providing parental communication, educational supports, and outside resources the moment they are needed.
We can switch back to a more holistic Montessori education where inclusion is commonplace. By offering teacher education on inclusion, more guides will feel prepared when working with families of students who require additional supports. Teachers can begin by screening their students with the intention of providing parental communication, educational supports, and outside resources the moment they are needed.
The government can help by foraging ahead with Montessori public schools in Canada, giving more options to families when it comes to their children’s education. Canada’s new CWELCC program has had a lot of criticism due to poor planning, and many daycares that have joined this initiative have complained of losing money and even closing their doors. However, this does show the government is understanding the need for affordable care for children under the age of 6, and if we keep moving in this direction it is possible this will extend to affordable education for these children, such as Montessori education.
Embracing technology is another aspect that must be considered. Montessorians are widely known to exclude technology from their classrooms in favour of physical and manipulatable learning tools. However, for some children, technology makes education more equitable than other non-technological options do. The question of how to adapt technology into Montessori classrooms is currently being discussed by guides and training centres all over the globe.
Embracing technology is another aspect that must be considered. Montessorians are widely known to exclude technology from their classrooms in favour of physical and manipulatable learning tools. However, for some children, technology makes education more equitable than other non-technological options do. The question of how to adapt technology into Montessori classrooms is currently being discussed by guides and training centres all over the globe.
Moving forward, Montessorians will continue to advocate for the education rights of all children, and with the help of our governments, families, administrators, and training centres, Montessori schools will forever be the best choice for every child.
