Montessori and autism: An interpretive description study

Abstract

The rates of autism have increased dramatically in the last decade and more research is being conducted to find ways in which to help individuals diagnosed with autism, to function at their optimal developmental level. Montessori education, which has its origins in special education, has shown positive results in typically developing children and youth in the acquisition of cognitive and social skills. Montessori teachers who have practical experience working with a range of children on the autism spectrum were chosen for this study in order to learn from their teaching techniques. This is an area in which there is minimal research. In this research I asked the question “How do Montessori teachers adapt Montessori methods with children diagnosed with ASD?” An interpretive description methodology focused on the specific modifications participant teachers applied to the Montessori method when working with this identified group of students. This methodology will provide practical applications for Montessori teachers who do not have experience with children with ASD, as well as providing information for parents who are trying to decide whether or not to put their children with ASD in a Montessori learning environment.

Keywords: autism, ASD, Montessori, interpretive description