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MEfA Montessori
  • Home
  • Our Story
    • Our Vision
    • Our Approach
    • Our People
    • Our Trustees
    • Our Donors
  • Montessori Classes
    • Term Dates and Diary
    • Montessori School
    • Forest School
    • After School
    • Baby & Toddler
    • Therapy Classes
  • News & Events
    • Newsletters
    • Conferences >
      • 2020 MEfA Montessori Annual Conference
  • Training
    • MEfA Post Grad SEN Part 1
    • MEfA Post Grad SEN Part 2
    • Waldon Therapy Training
    • Our Alumni
    • Papers >
      • Montessori - Play as Therapy
      • What is Autism?
      • Montessori and Autism
      • Why the World Needs Resilient Kids
    • Book Reviews
  • Testimonials
  • Join Us
  • Contact Us

Papers

​Montessori and Autism Papers

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Montessori - Play As Therapy

Play has historically been viewed as an indicator of the child’s level of development, (Eisert and Lamorey, 1996) and used to assess a child’s capacities rather than the child’s play skills. More recent research has supported the view that play is important in its own right and that it is supported by both intrapersonal and environmental factors (Parham and Primeau, 1997).
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What is Autism?

Autism never affects people in exactly the same way, but most people with an autistic spectrum condition/disorder will have difficulty with communication and how they experience the world around them. Therefore people with autism are highly individual in their needs for support and services.​

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Montessori and Autism

​In the third of a four part series focusing on the education and care of children with Special Educational Needs within Montessori schools, Wendy Fidler explains how a prepared Montessori learning environment can help children with disorders on the autistic spectrum, including Autism, Asperger syndrome (AS) and Semantic Pragmatic Disorder (SPD).
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Sensory Issues in the Montessori Class

​More than 80% of our nervous system activity involves processing and organising sensory information. Some children with central nervous system dysfunction have undamaged areas of their brains ‘waiting’ to be stimulated through a sensory integrative approach. These children can benefit greatly from occupational therapy, and there is much we can do ourselves as practitioners in the Montessori class. Wendy Fidler gives us insights into the amazing web of sensory integration.
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​MEfA Montessori
Montessori House
135 Westcombe Hill
Blackheath
London SE3 7DP
​
Tel: +44 (0) 208 305 2202
​Mob: +44 (0) 7710 433994
mail@montessorieducationforautism.com


​Registered Charity No: 1136552
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  • Home
  • Our Story
    • Our Vision
    • Our Approach
    • Our People
    • Our Trustees
    • Our Donors
  • Montessori Classes
    • Term Dates and Diary
    • Montessori School
    • Forest School
    • After School
    • Baby & Toddler
    • Therapy Classes
  • News & Events
    • Newsletters
    • Conferences >
      • 2020 MEfA Montessori Annual Conference
  • Training
    • MEfA Post Grad SEN Part 1
    • MEfA Post Grad SEN Part 2
    • Waldon Therapy Training
    • Our Alumni
    • Papers >
      • Montessori - Play as Therapy
      • What is Autism?
      • Montessori and Autism
      • Why the World Needs Resilient Kids
    • Book Reviews
  • Testimonials
  • Join Us
  • Contact Us