Universal Design for Montessori Inclusion: First Steps -- The ASQ
ASQ as an Emerging Trend
What is the ASQ?
The Ages and Stages Questionnaire is a tool that can be used by parent, doctors, and early childhood educators to track a child’s developmental growth. It can highlight milestones the child has made, has yet to make, and is having difficulty with. It has been a trusted screening tool around the world since 1995.
There are multiple questionnaires that focus on the developmental age and stage of each child. Each questionnaire is filled out by the parent, and it takes only ten or fifteen minutes. The questionnaires should be filled out while interacting with your child and are meant to be enjoyable for you both. There are two sets of questionnaires, the ASQ-3 and the ASQ:SE-2.
ASQ-3: The ASQ 3 is used for children between 1 month to 5.5 years of age. It focuses on five areas of development: 1) communication skill development, 2) gross motor development, 3) fine motor development, 4) problem solving skills, and 5) personal/social/self-help skills.
ASQ:SE-2: The ASQ:SE-2 is used with children who are between 1 month and 6 years of age. These questionnaires focus on the social-emotional development of the child. There are seven areas of social-emotional development that focused on: 1) autonomy/independence skills, 2) compliance, 3) self-regulation skills, 4) emotional and empathy skills, 5) ability to interact with others, 6) social-communication skills, and 7) adaptive functioning skills.
Parents complete and return the questionnaires to their child’s Early Learning Centre so it can be scored by a staff member who has ASQ training. Parents are notified of the results and whether or not next steps need to be taken. More information on the ASQ can be found at Home - Ages and Stages
Why Should Montessori Schools Screen Infants and Toddlers?
“Implementing a special education program in a Montessori school should be considered an expansion of practice, not a surrender of philosophy” (Berger & AuCoin, 2020, p. 12). Up to 31 states in America have introduced mandatory developmental screening at early learning centres. If this screening suggests further investigation is needed, parents will be able to provide their child’s pediatrician with reliable data from the ASQ. The results of the ASQ will guide childhood development professionals to focus on the specific needs of the child, even before a diagnosis is made. “Studies have shown that children who receive early treatment for developmental delays are more likely to graduate from high school, hold jobs, live independently, and avoid teen pregnancy, delinquency, and violent crime” (Why Screening Matters - Ages and Stages, 2021, para. 4). The ASQ’s Potential in Montessori Education In order to bring a Universal Design for Montessori Inclusion approach into the classroom, families, guides, and administrators must work together to ensure the child’s needs are recognized and accommodated. As the development of the 0-3 age group is just beginning it can be difficult to know what skills require more practice and which ones require accommodations and extra support. Traditionally, a child may be six years old before concern about development is shown. During those six years the child’s brain has grown and developed without needed supports. By utilizing the ASQ, Montessori schools can identify the need for developmental supports and accommodations to provide the richest learning environment for the 0-3 year old to thrive in. |
The ASQ’s Alignment with Montessori’s Approach
But, is the ASQ “Montessori”?
The ASQ was not invented, or utilized, by Maria Montessori. It is, however, a scientific tool that can provide the educator and doctor with important information that is relevant to the child’s immediate development. Being both an educator and a doctor, it is likely that the ASQ would be embraced by Montessori. “It is so helpful to a child when we try to understand his efforts. The child truly suffers when he cannot make himself understood and this suffering has great consequences” (Montessori, 2018, p. 72). This quote shows Montessori acknowledges the importance of understanding the needs of the child when he is not able to express them himself. Using the ASQ as a tool to discover the child’s needs will prevent and alleviate this “suffering”.
Universal Design for Montessori Inclusion: Bringing Universal Design for Learning and Montessori Inclusion Together
In a Universal Design of Learning (UDL) classroom, there are three qualities that must be met: multiple means of representation, multiple means of action/expression, and multiple means of engagement. I believe these can be met while following core Montessori principles. Multiple means of representation provides flexible alternatives that give students many options to “receive and interpret information” (Gargiulo & Metcalf, 2023, p. 45). Multiple means of action/expression provides “students with different ways to respond to information received” (Gargiulo & Metcalf, 2023, p. 47). Multiple means of engagement means the student is given multiple ways to make learning relevant and motivating for them (Gargiulo & Metcalf, 2023, p. 48).
The following chart shows how the three UDL qualities can align with Montessori principal using with the help of the ASQ.
But, is the ASQ “Montessori”?
The ASQ was not invented, or utilized, by Maria Montessori. It is, however, a scientific tool that can provide the educator and doctor with important information that is relevant to the child’s immediate development. Being both an educator and a doctor, it is likely that the ASQ would be embraced by Montessori. “It is so helpful to a child when we try to understand his efforts. The child truly suffers when he cannot make himself understood and this suffering has great consequences” (Montessori, 2018, p. 72). This quote shows Montessori acknowledges the importance of understanding the needs of the child when he is not able to express them himself. Using the ASQ as a tool to discover the child’s needs will prevent and alleviate this “suffering”.
Universal Design for Montessori Inclusion: Bringing Universal Design for Learning and Montessori Inclusion Together
In a Universal Design of Learning (UDL) classroom, there are three qualities that must be met: multiple means of representation, multiple means of action/expression, and multiple means of engagement. I believe these can be met while following core Montessori principles. Multiple means of representation provides flexible alternatives that give students many options to “receive and interpret information” (Gargiulo & Metcalf, 2023, p. 45). Multiple means of action/expression provides “students with different ways to respond to information received” (Gargiulo & Metcalf, 2023, p. 47). Multiple means of engagement means the student is given multiple ways to make learning relevant and motivating for them (Gargiulo & Metcalf, 2023, p. 48).
The following chart shows how the three UDL qualities can align with Montessori principal using with the help of the ASQ.
Chart 1: Examples of UDL (MMR, MMA, MME) in the Montessori Classroom
How can the ASQ Align with Infant and Toddler Education?
Using the first example in the chart above, if the ASQ recognizes a possible language delay, using Baby Sign Language in the Infant and Toddler rooms may be all that is needed for the child to begin showing improvement with this skill. Practicing BSL in the infant and toddler rooms can be done easily. Guides need to learn only a few signs to use to get started, and then learn new signs as needed. Using BSL in the infant and toddler classrooms provides a multiple means of representation (caregivers can communicate through speech or sign language, whichever the child prefers), multiple means of action (the child can respond through speech or sign language), and multiple means of engagement (if baby sign is used at home the infant/toddler may be more inclined to participate with communication and activities if it is used at school as well).
Studies have shown that BSL is an effective way to develop language skills for children who have hearing loss. It has been discovered that children who have hearing impairments also commonly have learning differences. The cause is not due to hearing loss, but to a lack of language exposure in early childhood. Luckily, “sign language provides just as much support for cognitive development as spoken language” (Cinelli, 2021, para. 3). As you can see, it is imperative that children be a part of an inclusive environment from birth.
Exploring Potential Outcomes
Shifts and Changes in Montessori Education with the ASQ
If the utilization of the ASQ was normalized in Montessori environments, we would see great growth within the Montessori field. Inclusive practices, UDL, and special education training could be included as part of the guide’s training. Also, current Montessori practices of not allowing additional adults into the classroom would be reconsidered because, for our children to succeed, they may need more support from medical or behavioural professionals while in their school and classrooms. (Luborsky, 2021).
We have seen a slight decline in children receiving support from the IDEA law in the United States from 2019 to 2020. This may at first seem to be a positive statistic, but the “decline is quite troubling and could reflect the impact of the COVID-19 pandemic on very young children including such things as foregoing regular check-ups which could recognize developmental delays” (Our Kids Count, 2022, para. 6). Without the support of medical recognition and intervention, these children are more dependent on the observation skills and academic creativity of their early childhood educators.
Our Kids Count, 2022
Using the first example in the chart above, if the ASQ recognizes a possible language delay, using Baby Sign Language in the Infant and Toddler rooms may be all that is needed for the child to begin showing improvement with this skill. Practicing BSL in the infant and toddler rooms can be done easily. Guides need to learn only a few signs to use to get started, and then learn new signs as needed. Using BSL in the infant and toddler classrooms provides a multiple means of representation (caregivers can communicate through speech or sign language, whichever the child prefers), multiple means of action (the child can respond through speech or sign language), and multiple means of engagement (if baby sign is used at home the infant/toddler may be more inclined to participate with communication and activities if it is used at school as well).
Studies have shown that BSL is an effective way to develop language skills for children who have hearing loss. It has been discovered that children who have hearing impairments also commonly have learning differences. The cause is not due to hearing loss, but to a lack of language exposure in early childhood. Luckily, “sign language provides just as much support for cognitive development as spoken language” (Cinelli, 2021, para. 3). As you can see, it is imperative that children be a part of an inclusive environment from birth.
Exploring Potential Outcomes
Shifts and Changes in Montessori Education with the ASQ
If the utilization of the ASQ was normalized in Montessori environments, we would see great growth within the Montessori field. Inclusive practices, UDL, and special education training could be included as part of the guide’s training. Also, current Montessori practices of not allowing additional adults into the classroom would be reconsidered because, for our children to succeed, they may need more support from medical or behavioural professionals while in their school and classrooms. (Luborsky, 2021).
We have seen a slight decline in children receiving support from the IDEA law in the United States from 2019 to 2020. This may at first seem to be a positive statistic, but the “decline is quite troubling and could reflect the impact of the COVID-19 pandemic on very young children including such things as foregoing regular check-ups which could recognize developmental delays” (Our Kids Count, 2022, para. 6). Without the support of medical recognition and intervention, these children are more dependent on the observation skills and academic creativity of their early childhood educators.
Our Kids Count, 2022
The following chart by Joan Starling, (2022), shows the sensitive periods and their timelines for the 0-6 child.
If we wait to provide inclusive education to children, they could miss one, or many, sensitive periods for: sensory learning, verbal language, speech development, or coordination skills. Early intervention, especially for the 0-3 child, is imperative.
Easy-Peasy, Lemon-Squeezy?
The main challenge that is preventing more Montessori schools to become inclusive is the lack of teacher and administrative education in inclusivity. From my discussions with colleagues, there seems to be a lot of fear. Some are afraid they do not know how to help children with special needs, others are afraid these children may be non-compliant or violent, yet others are afraid of taking time away from the rest of the students for the benefit of one.
Additionally, having to adjust some Montessori philosophies, such as welcoming extra adults into the environment, or modifying activities, go against the grain of many Montessori guides. However, to reach the child, we must follow the child, and using an early screening tool, such as the ASQ, we can provide the supports and modifications needed to lessen the impact learning differences and disabilities have on each child now and throughout the rest of their lives.
If we wait to provide inclusive education to children, they could miss one, or many, sensitive periods for: sensory learning, verbal language, speech development, or coordination skills. Early intervention, especially for the 0-3 child, is imperative.
Easy-Peasy, Lemon-Squeezy?
The main challenge that is preventing more Montessori schools to become inclusive is the lack of teacher and administrative education in inclusivity. From my discussions with colleagues, there seems to be a lot of fear. Some are afraid they do not know how to help children with special needs, others are afraid these children may be non-compliant or violent, yet others are afraid of taking time away from the rest of the students for the benefit of one.
Additionally, having to adjust some Montessori philosophies, such as welcoming extra adults into the environment, or modifying activities, go against the grain of many Montessori guides. However, to reach the child, we must follow the child, and using an early screening tool, such as the ASQ, we can provide the supports and modifications needed to lessen the impact learning differences and disabilities have on each child now and throughout the rest of their lives.
UNIVERSAL DESIGN FOR MONTESSORI INCLUSION: FIRST STEPS -- THE STAKEHOLDERS
Recommendations and Implementation Strategies to Stakeholders
There could be many stakeholders when it comes to setting up a UDMI classroom. In regards to implementing an early childhood developmental screening tool, such as the ASQ, I recommend the following stakeholders to be front and centre: a) parents, b) Montessori staff & educators, c) outside resource and support agencies.
Advice for the Stakeholders
Parents of Toddlers (0-3 years)
“Not only are parents brought into the fold as partners, but participants in the study reported that the ASQ training and tool can foster a healthy, aligned support system and help connect the dots for internal and external resources” (Postlewaite, 2023, p. 27).
For this group of stakeholders, I would advise they take steps to become educated on the ASQ. Parents should read any information the school provides, attend any meetings hosted by the school, and to do some online research of the ASQ (Home - Ages and Stages) .
After learning about the ASQ, parents need to participate with the school’s efforts to implement this program. Asking questions, filling out questionnaires, and taking part in parent-teacher meetings will all help to keep communication open between the parent and the school.
The ASQ is not a free service and parents need to be aware of this. They need to know how the school will be paying for this program. Will the cost of tuition increase? Will there be fundraising throughout the year? As a parent, having a tuition increase is never celebrated, but if it’s to bring in a program the parent is in support of, there will be little resistance.
If the school chooses to fundraise, the parents need to support the fundraiser by volunteering time and possibly resources. Fundraising can be a great community building activity for parents and schools. Consider coming up with a fundraising idea that can be implemented by a parent group in order to raise the needed funds for the ASQ at your child’s Montessori school.
There could be many stakeholders when it comes to setting up a UDMI classroom. In regards to implementing an early childhood developmental screening tool, such as the ASQ, I recommend the following stakeholders to be front and centre: a) parents, b) Montessori staff & educators, c) outside resource and support agencies.
Advice for the Stakeholders
Parents of Toddlers (0-3 years)
“Not only are parents brought into the fold as partners, but participants in the study reported that the ASQ training and tool can foster a healthy, aligned support system and help connect the dots for internal and external resources” (Postlewaite, 2023, p. 27).
For this group of stakeholders, I would advise they take steps to become educated on the ASQ. Parents should read any information the school provides, attend any meetings hosted by the school, and to do some online research of the ASQ (Home - Ages and Stages) .
After learning about the ASQ, parents need to participate with the school’s efforts to implement this program. Asking questions, filling out questionnaires, and taking part in parent-teacher meetings will all help to keep communication open between the parent and the school.
The ASQ is not a free service and parents need to be aware of this. They need to know how the school will be paying for this program. Will the cost of tuition increase? Will there be fundraising throughout the year? As a parent, having a tuition increase is never celebrated, but if it’s to bring in a program the parent is in support of, there will be little resistance.
If the school chooses to fundraise, the parents need to support the fundraiser by volunteering time and possibly resources. Fundraising can be a great community building activity for parents and schools. Consider coming up with a fundraising idea that can be implemented by a parent group in order to raise the needed funds for the ASQ at your child’s Montessori school.
Special Education Teachers and Childhood Developmental Agencies
“The ability to provide support early on, facilitate communication with parents, and establish a shared understanding of child development milestones were reported as key benefits” (Postlewaite, 2023, p. 32).
The first step I recommend for Special Educators and Agencies is to provide schools with information or brochures that can be given to all parents. Many agencies exist, but many families are not of aware of them or the services they provide.
I would also advise the special educator, or a representative from an agency, speak at the Montessori school about the importance of the Early Intervention and the services they provide. The parents should have the opportunity to learn about available services in case they should ever need them.
Special educators should also prepare to be trained on how to use and score the ASQ. Each school needs one faculty member who will be in charge of the ASQ program. It will be their responsibility to explain the program to new parents, distribute the questionnaires, collect and tabulate them, and share results with the parent and guide.
“The ability to provide support early on, facilitate communication with parents, and establish a shared understanding of child development milestones were reported as key benefits” (Postlewaite, 2023, p. 32).
The first step I recommend for Special Educators and Agencies is to provide schools with information or brochures that can be given to all parents. Many agencies exist, but many families are not of aware of them or the services they provide.
I would also advise the special educator, or a representative from an agency, speak at the Montessori school about the importance of the Early Intervention and the services they provide. The parents should have the opportunity to learn about available services in case they should ever need them.
Special educators should also prepare to be trained on how to use and score the ASQ. Each school needs one faculty member who will be in charge of the ASQ program. It will be their responsibility to explain the program to new parents, distribute the questionnaires, collect and tabulate them, and share results with the parent and guide.
Montessori Toddler Guides and RECEs
“Montessori school leaders, administrators, policy makers, trainers, consultants, and guides/teachers should acknowledge and address the increased need and urgency to support students with developmental disabilities or delays” (Postlewaite, 2023, p. 3).
My advice to our Toddler guides and assistants is to ensure they are educated and comfortable with the ASQ program. They should utilize the ASQ website (Home - Ages and Stages), read through the literature provided by the school, and attend staff meetings to discuss the process.
At the staff meeting, staff should learn why the school believes the ASQ program is beneficial to the children, the families, our staff and the school as a whole. They will be able to view some sample questionnaires and we will discuss their role with the families of our school.
The Toddler guide’s role is not to explain the results to the parent, but to discuss any modifications that may be necessary to help support the child in their classroom. The Toddler guide will also be expected to participate in completing questionnaires for a child if requested by the parent.
“Montessori school leaders, administrators, policy makers, trainers, consultants, and guides/teachers should acknowledge and address the increased need and urgency to support students with developmental disabilities or delays” (Postlewaite, 2023, p. 3).
My advice to our Toddler guides and assistants is to ensure they are educated and comfortable with the ASQ program. They should utilize the ASQ website (Home - Ages and Stages), read through the literature provided by the school, and attend staff meetings to discuss the process.
At the staff meeting, staff should learn why the school believes the ASQ program is beneficial to the children, the families, our staff and the school as a whole. They will be able to view some sample questionnaires and we will discuss their role with the families of our school.
The Toddler guide’s role is not to explain the results to the parent, but to discuss any modifications that may be necessary to help support the child in their classroom. The Toddler guide will also be expected to participate in completing questionnaires for a child if requested by the parent.
Conclusion: Compelling Urgency and Practical Relevance
Key Points
Personal Research, Resources, and References
Feedback
To research the value of the ASQ for stakeholders, I contacted parents of toddler-aged children, resource supports, and Montessori trained guides and RECE classroom educators. I wanted to know if they felt the ASQ would be a beneficial and worthwhile investment for each group. This is a summary of the feedback I received.
Parent Survey on the Possible Implementation of the ASQ in the Montessori Classroom
1. Parents have a high interest in tracking their child’s development and are interested in learning more about using the ASQ as a tool for this.
2. Parents prefer the program be set up as an optional and voluntary program.
3. Parents are willing to pay extra for this program if they find it reasonable and affordable.
Resource Support Personnel Interviews
1. The ASQ is believed to be a reliable and well-documented early screening tool that would be beneficial to our students and their families.
2. Better supports for undiagnosed children would result as the results would guide the special educators and agencies to specific supports that would best benefit the child and family.
Montessori Guides and RECE Educators Discussion Group
1. Teachers are open and optimistic about the ASQ program but want education on its history and how to use it.
2. Most teachers felt making the ASQ a mandatory part of the school program would preven from feeling isolated and pointed-out. Other teachers felt making it mandatory could fracture parent-teacher relationships with those who are not ready to discuss their child’s development with the teacher or school.
3. All teachers believe the ASQ would relieve stress and anxiety that is caused by initiating discussions with parents regarding their child’s development.
This feedback has been important for me to continue my research and develop the best inclusive Montessori environment in schools. With the input from the parents, I now know there is interest for an early screening tool; with the input from the special educators, I now know ASQ testing will help them support the children and families with specific and relevant supports sooner; and with the input from the teachers, I now know parent-teacher relationships may be strengthened, and the teacher’s stress level could be reduced. This input has strengthened my belief that providing an ASQ program would be in the best interest of the school’s children, families, and teaching staff.
Recommended Resource
Dr. Elyse L. Postlewaite, with the backing and support of AMI-USA, studied the use of the ASQ in Montessori schools. Focus was placed on the needs for early screening to help Montessori guides with their students. There has been an increase in guides learning more about the special needs of their students on their own, and an awareness that the need for extra supports are on the rise. Teaming up with ASQ trainer, Dalia Avello, Dr. Postlewaite followed 67 Montessori professionals through their training and implementation of ASQ strategies in the Montessori environment. She found a majority of participants found the use of the ASQ to be beneficial to understanding and supporting the needs of their students (Postlewaite, 2023). You can find a PDF version of Dr. Postlewaite's study here: Montessori ASQ Final Report[26664].pdf
Appendices
Charts, Tables, Graphs:
Our Kids Count. (2022, March 8). New data: Number of IDEA eligible students ages 3-21 in 2020 shows little change from 2019. Number of infants and toddlers drops significantly. [Infographic]. Advocacy Institute. » Blog Archive » New Data: Number of IDEA eligible Students Ages 3-21 in 2020 Shows Little Change From 2019. Number of Infants and Toddlers Drops Significantly. (advocacyinstitute.org)
Starling, J. (2022, January 1). Sensitive periods: windows of opportunity when specific neurological development takes place [infographic]. History of the Montessori Method of Education - Sammamish Montessori
References
Berger, B.J., & AuCoin D.J. (2020). Better together : Montessori & special education. In A. Epstein (Ed.), Montessori inclusion: strategies and stories of support for learners with exceptionalities (pp. 1-13). Parent Child Press.
Cinelli, E. (2021, December 8). Exposure to language-signed or spoken-supports cognitive development in babies. Very Well Family. Exposure to Signed Language Supports Baby Development (verywellfamily.com)
Gargiulo, R.M., & Metcalf, D. (2023). Teaching in today’s inclusive classrooms: a universal design for learning approach. Cengage Learning Inc.
Luborsky, B. (2021). Medical community: Montessorian and medical professional working together to include more children! Montessori 4 Inclusion: Montessori Medical Partnership for Inclusion. Montessori Medical Community - Montessori 4 Inclusion - Join Today!
Montessori, M., & Haines, A. M. (2018). The 1946 London lectures. Montessori-Pierson Publishing Company.
Our Kids Count. (2022, March 8). New data: Number of IDEA eligible students ages 3-21 in 2020 shows little change from 2019. Number of infants and toddlers drops significantly. Advocacy Institute. » Blog Archive » New Data: Number of IDEA eligible Students Ages 3-21 in 2020 Shows Little Change From 2019. Number of Infants and Toddlers Drops Significantly. (advocacyinstitute.org)
Postlewaite, E.L. (2023). Experiences of Montessori guides and administrators supporting students with developmental delays or disabilities. Montessori ASQ Final Report[26664].pdf
Why screening matters - ages and stages. (2021, April 5). Ages and Stages. Why Screening Matters - Ages and Stages
Key Points
- The Ages and Stages Questionnaire is a tool that can be used by parent, doctors, and early childhood educators to track a child’s developmental growth. It can highlight milestones the child has made, has yet to make, and is having difficulty with. By utilizing the ASQ, Montessori schools can identify the need for developmental supports and accommodations to provide the richest learning environment for the 0-3 year old to thrive in.
- Being both an educator and a doctor, it is likely that the ASQ would be embraced by Montessori. She acknowledges the importance of understanding the needs of the child when he is not able to express them. Using the ASQ is a tool to understand and support these needs.
- In a Universal Design of Learning (UDL) classroom, there are three qualities that must be met: multiple means of representation, multiple means of action/expression, and multiple means of engagement. These can be met while following core Montessori principles.
- Normalized utilization of the ASQ in Montessori environments would result in great growth within the Montessori field. Inclusive practices, UDL, and special education training would need eventually be included as part of the guide’s training.
- Early intervention is important and does not always depend on a diagnosis. If we wait, children could miss sensitive periods for sensory learning, verbal language, speech development, and coordination skills.
- Having stakeholders, (parents, teachers, special educators and agencies), working together to screen and support developmental needs will provide early supports and lifelong benefits to each child.
- Montessori guides do not need special education training to support each and every student in their care. All they need is the ability to observe the child, the desire to support the child, and the humility to allow the child to be their guide. The longer the child waits for supports, the more difficult life may be for that child.
Personal Research, Resources, and References
Feedback
To research the value of the ASQ for stakeholders, I contacted parents of toddler-aged children, resource supports, and Montessori trained guides and RECE classroom educators. I wanted to know if they felt the ASQ would be a beneficial and worthwhile investment for each group. This is a summary of the feedback I received.
Parent Survey on the Possible Implementation of the ASQ in the Montessori Classroom
1. Parents have a high interest in tracking their child’s development and are interested in learning more about using the ASQ as a tool for this.
2. Parents prefer the program be set up as an optional and voluntary program.
3. Parents are willing to pay extra for this program if they find it reasonable and affordable.
Resource Support Personnel Interviews
1. The ASQ is believed to be a reliable and well-documented early screening tool that would be beneficial to our students and their families.
2. Better supports for undiagnosed children would result as the results would guide the special educators and agencies to specific supports that would best benefit the child and family.
Montessori Guides and RECE Educators Discussion Group
1. Teachers are open and optimistic about the ASQ program but want education on its history and how to use it.
2. Most teachers felt making the ASQ a mandatory part of the school program would preven from feeling isolated and pointed-out. Other teachers felt making it mandatory could fracture parent-teacher relationships with those who are not ready to discuss their child’s development with the teacher or school.
3. All teachers believe the ASQ would relieve stress and anxiety that is caused by initiating discussions with parents regarding their child’s development.
This feedback has been important for me to continue my research and develop the best inclusive Montessori environment in schools. With the input from the parents, I now know there is interest for an early screening tool; with the input from the special educators, I now know ASQ testing will help them support the children and families with specific and relevant supports sooner; and with the input from the teachers, I now know parent-teacher relationships may be strengthened, and the teacher’s stress level could be reduced. This input has strengthened my belief that providing an ASQ program would be in the best interest of the school’s children, families, and teaching staff.
Recommended Resource
Dr. Elyse L. Postlewaite, with the backing and support of AMI-USA, studied the use of the ASQ in Montessori schools. Focus was placed on the needs for early screening to help Montessori guides with their students. There has been an increase in guides learning more about the special needs of their students on their own, and an awareness that the need for extra supports are on the rise. Teaming up with ASQ trainer, Dalia Avello, Dr. Postlewaite followed 67 Montessori professionals through their training and implementation of ASQ strategies in the Montessori environment. She found a majority of participants found the use of the ASQ to be beneficial to understanding and supporting the needs of their students (Postlewaite, 2023). You can find a PDF version of Dr. Postlewaite's study here: Montessori ASQ Final Report[26664].pdf
Appendices
Charts, Tables, Graphs:
Our Kids Count. (2022, March 8). New data: Number of IDEA eligible students ages 3-21 in 2020 shows little change from 2019. Number of infants and toddlers drops significantly. [Infographic]. Advocacy Institute. » Blog Archive » New Data: Number of IDEA eligible Students Ages 3-21 in 2020 Shows Little Change From 2019. Number of Infants and Toddlers Drops Significantly. (advocacyinstitute.org)
Starling, J. (2022, January 1). Sensitive periods: windows of opportunity when specific neurological development takes place [infographic]. History of the Montessori Method of Education - Sammamish Montessori
References
Berger, B.J., & AuCoin D.J. (2020). Better together : Montessori & special education. In A. Epstein (Ed.), Montessori inclusion: strategies and stories of support for learners with exceptionalities (pp. 1-13). Parent Child Press.
Cinelli, E. (2021, December 8). Exposure to language-signed or spoken-supports cognitive development in babies. Very Well Family. Exposure to Signed Language Supports Baby Development (verywellfamily.com)
Gargiulo, R.M., & Metcalf, D. (2023). Teaching in today’s inclusive classrooms: a universal design for learning approach. Cengage Learning Inc.
Luborsky, B. (2021). Medical community: Montessorian and medical professional working together to include more children! Montessori 4 Inclusion: Montessori Medical Partnership for Inclusion. Montessori Medical Community - Montessori 4 Inclusion - Join Today!
Montessori, M., & Haines, A. M. (2018). The 1946 London lectures. Montessori-Pierson Publishing Company.
Our Kids Count. (2022, March 8). New data: Number of IDEA eligible students ages 3-21 in 2020 shows little change from 2019. Number of infants and toddlers drops significantly. Advocacy Institute. » Blog Archive » New Data: Number of IDEA eligible Students Ages 3-21 in 2020 Shows Little Change From 2019. Number of Infants and Toddlers Drops Significantly. (advocacyinstitute.org)
Postlewaite, E.L. (2023). Experiences of Montessori guides and administrators supporting students with developmental delays or disabilities. Montessori ASQ Final Report[26664].pdf
Why screening matters - ages and stages. (2021, April 5). Ages and Stages. Why Screening Matters - Ages and Stages
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