Curriculu

Model
Presented by:
Claudia
Sumlinska
Destiny Ramos
Delsie Henry
Raidah
Zaman
 Table of Contents
Claudia Sumlinska:
○ Slides 18-19, Slides 28-32, Slides 36- 38, Slides
40- 42
⤞ Destiny Ramos:
○ Slides 14-17, Slides 20-23
⤞ Delsie Henry:
○ Slides 3-7 & Slides 24-27
⤞ Raidah Zaman:
○ Slides 8-13, Child #1 (Slide 33) and Child #2
(Slide 39), Slide 34 & 35
 History of Montessori
Curriculum Model
⤞ The Montessori curriculum model was developed by Dr. Maria Montessori in the early 20th century i Rome
based on her work with children with special needs.
⤞ ·Montessori’s approach emphasizes self-directed activity, hands-on learning, and collaborative play, allowing
children to make creative choices in their learning.
⤞ Her methods were rooted in observations and a belief in the intrinsic potential of each child.The first
Montessori school, Casa Dei Bambini, opened in 1907, starting a global movement in education.
⤞ Montessori’s principles foster independence, a prepared learning environment, and respect for a child’s
natural development have significantly influenced early childhood education worldwide

Delsie. H
 Mission and Vision
● Holistic Development: Focus on nurturing children's natural curiosity and love for learning.
● Mission: Cultivate independent, confident, and lifelong learners.
● Child-Centered Approach: Emphasizes hands-on, experiential learning.
● Prepared Environment: Learning occurs within a carefully designed setting.
● Vision: Create respectful learning communities.
● Individual Growth: Children develop physically, socially, emotionally, and cognitively at their
own pace.
● Empowerment: Encourage self-motivation, responsibility, and critical thinking.
● Global Citizenship: Aim to foster responsible and creative global citizens.

Delsie. H
 Philosophy of Montessori
⤞ Child-Centered: Focus on individualized, hands-on learning.
⤞ Self-Directed Activity: Children learn at their own pace.
⤞ Structured Environment: Learning occurs within a prepared setting.
⤞ Respect for the Child: Emphasizes respect and autonomy.
⤞ Teacher as Guide: Teachers guide rather than instruct.
⤞ Fosters Independence: Encourages self-reliance and critical thinking.
⤞ Lifelong Learning: Instills a love of learning.
⤞ Practical Life Activities: Includes sensory-based learning and collaborative play.

Delsie. H
 Philosophy of Montessori
Montessori philosophy believes children are naturally eager to learn and can absorb knowledge when in the

right environment. (Continued)

● It emphasizes respect for the child, recognizing their intrinsic worth and potential.
● The model promotes self-directed learning, allowing children to choose activities based on their interests,
fostering autonomy and motivation.
● Teachers act as guides and facilitators, rather than traditional instructors, helping children take ownership
of their learning.
● The philosophy highlights the importance of a prepared environment, organized with materials that
encourage exploration and discovery.
● Montessori education aims to develop not just academic knowledge but also social, emotional, and practical
life skills.
● The ultimate goal is to prepare children to navigate and contribute to the world around them.

Delsie. H
⤞
Maria Montessori
Maria Montessori (1870-1952) was an Italian physician, educator, and innovator.
⤞ She was one of Italy's first female physicians, graduating from the University of Rome in 1896.
⤞ Montessori began her career working with children with disabilities, developing her educational philosophy and
methods.
⤞ In 1907, she opened the first Casa dei Bambini in a poor district of Rome.
⤞ Her methods emphasized hands-on, child-centered learning and the importance of a prepared environment.
⤞ Montessori's work achieved international recognition, leading to the establishment of Montessori schools
worldwide.
⤞ Her legacy continues to influence modern educational practices, promoting independence and respecting
children's natural development.

Delsie. H
 How the Program Started
She opened the first Montessori school, the Casa dei Bambini, or Children’s
House—in Rome on January 6, 1907

⤞ Maria took on the challenge of establishing a full-day childcare center in San

Lorenzo, a disadvantaged inner-city area of Rome. The center served
underprivileged children, ages 3 to 7, who were often left unsupervised while
their parents worked.
⤞ This center, the first of its kind in the country, and providing a high-quality
learning environment, became the inaugural Casa dei Bambini.
○ Although the children were initially unruly, they quickly became
interested in working with puzzles, learning to prepare meals, cleaning
their surroundings, and engaging in hands-on activities.
⤞ Dr. Montessori opened a second Casa dei Bambini, also in San Lorenzo. And on
October 18, 1907, in Milan, she opened a third Casa.

Raidah Z.
 Main Educational Goals
Montessori schools aim to create a nurturing and stimulating learning space that fosters a
strong foundation for children's creativity and intellectual growth.

⤞ Independence & Self Confidence: Most of the learning activities are personalized, with
each child engaging in tasks that specifically appeal to them because these activities are
tailored to their needs and readiness level. As a result, each child works at their own pace,
repeating tasks as often as they wish, leading to a series of successful accomplishments.
This approach helps them develop a positive attitude towards learning.
⤞ Concentration: A deep, persistent, and enduring curiosity is essential for creative
learning. By offering the child opportunities to explore qualities, dimensions, and
relationships within a diverse array of stimulating learning experiences, curiosity is
cultivated, establishing a fundamental component of creative learning.
⤞ Developing Habit: A deep, persistent, and enduring curiosity is essential for creative
learning. By offering the child opportunities to explore qualities, dimensions, and
relationships within a diverse array of stimulating learning experiences, curiosity is
cultivated, establishing a fundamental component of creative learning.
⤞ Sense of Order and Routine: A well-ordered, enriched, yet simplified environment
intensely satisfies the child's need for order and security. This is evident in the calming
effect the environment has on the child.
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 What does the curriculum
look like?
⤞ Multi-age Classroom: Multi-age groupings allow younger children to learn from
older ones and face new challenges through observation. Older children reinforce
their learning and develop leadership skills by teaching concepts they have
mastered. With individualized work, students progress at their own pace, promoting
cooperation instead of competition across age groups.
○ Infants: Within a range of birth – 18 months
○ Toddlers: Within a range of 15 months – 3 years
○ Early Childhood: Ages 2½ – 6
○ Lower Elementary: Ages 6 – 9
○ Upper Elementary: Ages 9 – 12 (or a combined Lower and Upper Elementary,
ages 6 – 12)
⤞ Child-Directed Work: Montessori education encourages children to choose
meaningful, challenging tasks that capture their interest, promoting engagement,
intrinsic motivation, and responsibility. The classroom design supports this by
sparking curiosity and providing calm, uncluttered spaces for individual or group
work. Raidah Z.
 Curriculum Continued
⤞ Uninterrupted Work Periods: An "uninterrupted work period" allows for extended
free choice time, respecting individual learning differences. During this period, students
choose and complete tasks at their own pace without interruptions.
○ Infant & Toddler: At minimum, a daily 2-hour work cycle. The time block allows for
adult-assisted mealtime, snacks, hygiene, and nap/rest routines.
○ Early Childhood: At minimum, a 2-hour work cycle, 4 days per week. A 3-hour
uninterrupted work cycle, 5 days per week is optimal.
○ Elementary: At minimum, a 2-hour work cycle, 4 days per week. A 3-hour
uninterrupted work cycle, 5 days per week is optimal.
○ Secondary: At minimum, a 2-hour work cycle for core curricular subjects (math,
English, history or humanities, sciences, and additional world languages).

Raidah Z.
 Curriculum Components
⤞ Sensorial Materials: Building Blocks of Perception
○ Montessori sensorial materials are essential tools for enhancing children's sensory
perception and cognitive abilities. By exploring materials like the Pink Tower and
Color Tablets, young learners develop a keen understanding of size, shape, color,
and texture.
⤞ Mathematics: Concrete Foundations for Abstract Concepts
○ Montessori math materials make abstract math concepts concrete, tangible, and
understandable. By using tools like the Golden Beads and Number Rods, children
can physically manipulate objects to grasp quantities, patterns, and number
relationship.
⤞ Language Development: From Sounds to Sentences:
○ Montessori language materials guide children from speaking to reading and
writing. Starting with tactile tools like sandpaper letters, children learn letter
sounds and build words, developing a strong foundation for reading and writing.

Raidah Z.
 Curriculum Components
Continued
⤞ Practical Life: Skills for Independence and Responsibility:
○ Practical life activities form the foundation of Montessori education, teaching
children essential life skills while fostering independence, focus, and coordination.
These activities, like pouring water or buttoning clothes, not only develop
practical abilities but also cultivate a sense of responsibility and order.
⤞ Cultural Studies: A Window to the World:
○ Montessori cultural studies introduce children to the world around them through
engaging hands-on materials. For example, puzzle maps will help children develop
a deep curiosity and appreciation for different cultures, ecosystems, and historical
events.

Raidah Z.
 Destin

Daily Schedule/Routine
yR

7:30 AM - Morning Routine(Toddlers)

Greeted by educators at the classroom door.
11:30 AM - Lunch and Rest Time
- Lunch focuses on social skills and table manners.
- Practice using utensils and tidying up.
Montessori Work Cycle - Quiet rest time or nap with soothing music.
- Begins upon classroom entry.
- Children choose activities individually or in groups. 2:00 PM - Afternoon Routine
- Learning iis paced according to developmental - Wake up and have afternoon tea.
needs and interests. - Outdoor play and exploration.
- Activities to foster social and movement skills.
9:00 AM - Mid-Morning Routine
- Enjoy morning tea with healthy options. 4:30 PM - Evening Routine
- Outdoor play to develop physical skills. - Indoor open-ended play with building blocks and
figurines.
Group Time - Wind down and have a late snack.
- Planned and spontaneous activities based on
interests.
- Includes language, grace and courtesy lessons, art,
and music
 Destin
yR

Environment of… typical

Montessori classroom
Prepared Environment: Students are in a well-organized space where they know what to
expect.

Classroom Setting: The environment features neutral colors with minimal vibrant accents
to create a calm atmosphere.

Stability: Furniture is kept in consistent positions, minimizing movement and providing a

stable learning environment.

Child-Sized Furniture: Furniture is appropriately sized for children, allowing them to work
comfortably and independently.

Accessible Materials: Students have easy access to materials, which often include real-
life objects that support hands-on learning.

Independence: The environment is designed to encourage self-directed learning, with

 Destin
yR

Environment of
Infants and Toddlers (0-18 Toddlers (18 months-3 years old)
months) Explores freely and at own pace.
- Explores freely Works/creates independently.
- Limited furniture/equipment that Provides opportunities for children to do things
takes up space. by themselves.
- Bars for pulling up. Uses proper nomenclature to expand
- Mirrors. vocabulary.
- Sleeping area with individual floor Provides access to a variety of books.
beds/mats. Incorporates daily living activities, such as
- Child-sized tables and chairs. cleaning and dressing.
 Destin
yR

Environment of (infant and toddler

classroom)
 Environment of
Each classroom is comprised of the following areas of learning

Practical life These activities comprise of care of the person, caring for the environment and
lessons in grace and courtesy. These exercises include activities such as pouring, sorting,
sewing buttons, carrot peeling, serving, mirror polishing and many other activities using real life
objects in a child sized environment.

Sensorial It is through the five senses that the sensorial materials prepare the child to sharpen
their abilities in learning reading, writing and mathematics. For example, the child who has
perceived the subtle differences of sounds in the sound cylinders will be more likely to perceive
subtle differences in the phonetic sounds of letters.

Language Language is explored phonetically in a Montessori classroom. Initial alphabet

sounds are first introduced through the sandpaper letters and matching objects.

Claudia S.
 Environment of
Mathematics hands on materials to provide the child with a simple and clear
understanding of the mathematical concepts being taught; examples are: number
rods, sandpaper numbers, number boards, number beads, tiles and games. Each
exercise builds upon another gradually guiding the child’s mathematical mind from
the concrete into the more abstract areas of numeration.

Cultural The cultural area is divided into geography, history, nature and science.
There are many geography materials in the classroom to teach a child their place
in the world.

Claudia S.
 Destin

Classroom yR

Rules/Expectations
1) Respect Materials: Use classroom materials with care.

2) Freedom to Choose: Use any tools available in the classroom.

3) Flexible Workspaces: Expectation to work at a table or on the

classroom rug.

4) Work at own pace: Spend as much time as needed on a project

or exercise.

5) Respect others: Expectation to not disturb others while they

work.
 Destin
Classroom yR

9)
Rules/Expectations
Self-Correction: Students will take responsibility for identifying
and fixing their mistakes.

10) Responsibility: Students will take accountability for their own

learning and behavior.

11) Real-Life Skills: Students will engage in activities that build

practical skills for everyday life.

12) Intrinsic Motivation: Expectation that students will be driven by

their own curiosity and desire to learn.
 Destin
yR

-
Role of the Teacher
Prepares an environment that supports exploration and independence.

- Models positive behavior. Accountability, honesty, and respect are values.

- Keeps the classroom safe, clean, and engaging.

- Adapts the environment to meet students needs.

- Ensures supplies and equipment are in order.

- Monitors student progress through daily ongoing observation.

- Provides guidance when needed and knows when to allow independent work.

- Establishes boundaries and provides structure.

- Helps students navigate their learning journey with freedom within limits.
 Materials used Destin
yR

(description and Cleaning: Child

photos)
Meal time:
Child-Sized
sized cleaning
tools.
Utensils, real
Dishes (ceramic
or glass), small
glassware, food
preparation tools.

Gardening tools: Sandpaper letters:

Pink towers: Helps Video of montessori
Shovels, rakes, watering Tactile letters for
with visual and size materials
cans, etc for planting learning shapes and
 Materials used in Montessori
. Practical Life Tools: Child-sized brooms, dustpans, and pitchers help develop fine motor skills and a sense
of Classroom
responsibility through real-life activities.

● Sensorial Materials: Items like color tablets, geometric solids, and sound cylinders refine children's senses
and help them understand the world around them.
● Language Materials: Tools such as sandpaper letters and movable alphabets support literacy development by
providing tactile and visual experiences with letters and sounds.
● Mathematics Materials: Number rods, bead chains, and golden bead material introduce mathematical
concepts through hands-on exploration.
● Cultural Materials: Maps, flags, and globes expose children to geography, history, and diverse cultures,
fostering a global perspective.
● Overall Environment: These materials collectively create a self-directed learning environment that promotes
holistic development in young children.

Delsie. H
 Philosophy about Children with
● Special
The Montessori model supports children with Needs
special needs by emphasizing individualized
learning plans and sensory-based materials.
● It accommodates diverse learning styles through a child-centered approach.
● The model promotes the development of practical life skills, sensory perception, and
academic concepts via hands-on activities.
● Montessori educators observe and understand each child's unique needs, providing
appropriate interventions and modifications.
● The inclusive classroom environment fosters independence, self-regulation, and intrinsic
motivation.
● This approach helps children with special needs achieve their full potential .

Delsie. H
 Curriculum Advantages for Children
with Special Needs
● The Montessori curriculum is particularly advantageous for children with
special needs due to its emphasis on individualized learning and
sensory-based education.
● Montessori’s child-centered approach accommodates diverse learning
styles and paces, benefiting children with special needs (Lillard, 2017).
● Hands-on, sensory-rich materials enhance engagement and learning
through exploration, fostering independence and self-regulation (Lillard,
2017).
● The mixed-age classroom setting promotes social skills and peer
learning, creating a supportive and inclusive environment (Lillard, 2017).
Delsie. H
· Embedded Intervention
⤞ The Montessori method aligns with the principles of embedded intervention by integrating
individualized support within natural learning environments.
⤞ · In Montessori settings, children engage in self-directed activities, allowing educators to
observe and understand each child's unique needs.
⤞ · This understanding enables teachers to seamlessly incorporate targeted interventions into
daily routines and activities, promoting skill development in a contextually relevant manner.
⤞ · For instance, a child with fine motor challenges might be given specific manipulatives that
enhance dexterity during a regular classroom task.
⤞ · By embedding these interventions into typical activities, Montessori education fosters an
inclusive environment where all children can thrive without disrupting the natural flow of the
classroom (Lillard, 2017).

Delsie. H
 Child Assessment
Child assessment in the Montessori classroom is distinctive and aligns with the
philosophy's emphasis on individualized learning and holistic development.:

1. Observation-Based Assessment
Continuous Observation: Teachers continuously observe children as they engage
with materials and activities. Observations are detailed and focus on the child's
interactions, concentration, and progress.
Anecdotal Records: Teachers keep anecdotal notes on each child's development,
documenting their behaviors, skills, and interests.
2. Individualized Approach
Personalized Learning Plans: Assessments inform individualized learning plans
tailored to each child's needs, interests, and developmental stage.
Progress Tracking: Rather than using standardized tests, progress is tracked
through the child's engagement with Montessori materials and activities.
3. Developmental Milestones
Focus on Holistic Development: Assessment covers various developmental areas,
including cognitive, social, emotional, physical, and practical life skills.
Claudia S.
 Child Assessment
Developmental Checklists: Teachers may use developmental checklists to
ensure children are meeting age-appropriate milestones.
4. Work Journals and Portfolios
Work Journals: Children may maintain work journals, recording their activities and
progress. This practice encourages self-assessment and reflection.
Portfolios: Collections of a child's work over time provide a comprehensive view of
their growth and development.
5. Teacher-Child Conferences
Regular Check-Ins: Teachers have regular conferences with children to discuss their
work, progress, and any challenges they face.
Goal Setting: These discussions help children set personal goals and take
ownership of their learning journey.
6. Parent-Teacher Communication
Frequent Updates: Teachers regularly communicate with parents through meetings,
reports, and informal updates.

Claudia S.
 Child Assessment
Collaborative Approach: Parents are partners in the assessment process,
contributing insights and collaborating on supporting the child's development at
home.
7. Self-Assessment and Peer Assessment
Encouraging Reflection: Children are encouraged to assess their own work and
reflect on their learning.
Peer Feedback: Opportunities for peer assessment promote collaborative learning
and social skills.
8. No Traditional Grades
Narrative Reports: Instead of grades, teachers provide narrative reports that
describe the child's progress, strengths, and areas for improvement.
Emphasis on Process: The focus is on the learning process rather than solely on
outcomes or products.
This holistic, individualized approach ensures that assessment in a Montessori
classroom supports each child's unique developmental path and fosters a love of
learning.
Claudia S.
 Curriculum Disadvantages for Special
Needs
disadvantages for special needs Children
The Montessori curriculum, while beneficial for many, may present some
children. These challenges can vary depending on
the specific needs of the child, but some common potential disadvantages include:
Independence and Self-Direction
Overwhelming Independence: The emphasis on independence and self-directed
learning may be overwhelming for children who require more structure, guidance, and
direct instruction.
Difficulty with Self-Pacing: Some children with special needs may struggle with the
self-pacing aspect of Montessori education, finding it challenging to manage their own
learning without continuous support.
Social Interaction
Peer Interaction Challenges: The multi-age classroom setting, while beneficial for
many, might pose social challenges for children with social or communication
difficulties, such as those with autism spectrum disorders.
Group Work Difficulties: Montessori education encourages collaboration, which can
be challenging for children who have difficulties with social interactions or
cooperative learning.
Adaptation of Materials
Rigid Material Use: The Montessori method relies heavily on specific materials
Claudia S.and
 Curriculum Disadvantages
For Special Needs Children
Individualized Attention
Teacher-to-Student Ratio: Montessori classrooms often have a high teacher-to-student
ratio, which can make it difficult for children who need more individualized attention
to receive the necessary support.
Inconsistent Support: The level of individualized attention required by some special
needs children might not be consistently available in a Montessori setting.
Assessment and Feedback
Non-Traditional Assessment Methods: Montessori’s observational and narrative-based
assessment methods may not effectively identify or address the specific needs and
progress of some special needs children.
Lack of Standardized Testing: The absence of standardized testing can make it
challenging to track progress and identify areas where special needs children may
require additional support.
Transition Challenges
Difficulty Transitioning: Special needs children might struggle with the transitions
between activities and the less structured environment typical of Montessori
Claudia S.
classrooms.
 Student #1 of Montessori
Education
Maya is a four-year-old girl in Pre-Kindergarten

Maya has been diagnosed with Attention-deficit/hyperactivity disorder (ADHD).

Maya often has difficulty focusing on instruction, as she tends to fidget and speak
out of turn and has trouble staying in her seat.
She often rushes through her work, causing frequent errors.

Despite these challenges, she is very creative and shows enthusiasm for hands-on
projects.
Maya exhibits a great deal of energy and enthusiasm, especially when engaging in
activities that interest her. She is highly imaginative, often coming up with unique
ideas and solutions to problems. Maya is also very curious and loves exploring new
topics, which can lead to deep dives into subjects that capture her attention. Her
social nature allows her to make friends easily, though she sometimes struggles
with maintaining these relationships due to her impulsivity.
Raidah Z.
Curriculum Modifications for
Maya
1. Universal Design for Learners (UDL)
⤞ Varied Formats of Learning: explaining the lesson plan in different
styles and methods that keep Maya engaged. Use auditory, sensory
(hands-on-learning), and visual aid features to explain the lesson plan.
⤞ Chunking: To keep attention from Maya, breaking the lesson plan into
small chunks will be more manageable for Maya to retain the info and
keep concentration.
⤞ Time-Based Lessons: Utilizing a timer and have a set amount of time
for each activity will help Maya stay on track. An example of this would
be to have Learning Stations.
⤞ Active Recall: At the end of every lesson, use active recall to
summarize what was learned and to list what to do next.
1. Differentiating Instructional Strategies
⤞ Organization Training: Equipping Maya with organization and
management skills will help her prioritize her tasks efficiently.
⤞ Clear Instructions: Give direct and clear instruction on what to expect
Raidah Z.
from Maya.
 Curriculum Modifications for
3.
⤞
Maya
Assignment Accommodations
Decrease Assignment Length: Condensing the main ideas in
assignments will help Maya retain key information and stay engaged.
⤞ Enrichment & Extension: Including challenging or mastering new
topics will keep Maya engaged in solving problems.
⤞ Extending Time: Extending the time will give Maya the opportunity to
fully complete the assignment, which is beneficial for managing ADHD.
⤞ Dividing Assignment into Parts: Chunking the assignment into parts
will help Maya with organization of tasks. She will be able to focus on one
section at a time rather than the whole assignment.
4. Positive Behavioral Support
⤞ Positive Reinforcement: Utilizing positive reinforcement will motivate
Maya to continue pursuing knowledge. Acknowledging and praising
successful efforts is essential. Even when facing challenges, words of
encouragement or rewards will boost Maya's efforts.

Raidah Z.
 Environmental Modifications
●
for Maya
1. Structured Learning Environment

Consistent Routine: Establish a predictable daily schedule that includes clear expectations and
transitions. This helps Maya understand what to expect and reduces anxiety.
● Visual Schedules: Use visual aids, such as a picture schedule, to help Maya keep track of activities
and transitions throughout the day.
● Task Baskets: Create individual task baskets for Maya containing materials for her daily activities.
This minimizes distractions and helps her focus on one task at a time.

2. Physical Environment Adjustments

● Flexible Seating Options: Provide a variety of seating options like wiggle cushions, standing
desks, or rocking chairs to help her manage her need to fidget.
● Quiet Spaces: Designate a quiet, cozy corner with soft furnishings where Maya can go to regroup
and calm down if she feels overwhelmed.
● Movement Breaks: Incorporate regular movement breaks where Maya can engage in physical
activity, such as stretching or a short walk, to expend excess energy.

Claudia S.
Environmental Modifications
for Maya
3. Instructional Strategies

● Hands-On Learning: Utilize Montessori materials that are tactile and engaging. Hands-on
activities cater to Maya's enthusiasm for creative projects and help maintain her focus.
● Chunking Tasks: Break down large tasks into smaller, more manageable steps to prevent Maya
from feeling overwhelmed and to reduce rushing.
● Frequent Check-Ins: Provide frequent, brief check-ins to offer positive reinforcement, redirect her
focus if necessary, and ensure she understands instructions.

4. Behavioral Strategies

● Positive Reinforcement: Implement a reward system that acknowledges and reinforces positive
behaviors and accomplishments, such as staying on task or completing a project.
● Clear, Concise Instructions: Give instructions one step at a time and ensure they are clear and
concise to avoid overwhelming Maya with too much information at once.
● Visual Timers: Use visual timers to help Maya manage time and understand how long she has to
work on a task or how long until the next transition.

Claudia S.
Environmental Modifications
for Maya
5. Social-Emotional Support

● Social Skills Development: Incorporate activities that promote social skills, such as cooperative
games or role-playing scenarios, to help Maya build and maintain friendships.
● Emotion Regulation Tools: Provide tools such as stress balls or fidget toys that Maya can use
discreetly to manage her impulses and emotions.
● Peer Buddy System: Pair Maya with a peer buddy who can model appropriate behavior and
provide gentle reminders to stay on task.

6. Engagement and Motivation

● Interest-Based Projects: Encourage Maya to engage in projects and topics that interest her
deeply. This taps into her curiosity and creativity, keeping her motivated and focused.
● Choice and Autonomy: Offer choices in activities to give Maya a sense of control and ownership
over her learning, which can enhance her engagement and enthusiasm.
● Creative Outlets: Provide ample opportunities for creative expression through art, music, and
imaginative play, allowing Maya to channel her energy and ideas productively.

Claudia S.
 Student #2 of Montessori
Education
Mark is a four-year-old boy in Pre-Kindergarten

Mark has been diagnosed with Autism Spectrum Disorder. Mark follows an IEP. Mark
gets upset easily
over loud noises and although is verbal, he is reluctant to associate with his
classmates and prefers to work independently. Mark loves trains and often brings
books about them to class. Sometimes, Mark gets off task during instruction
because he gets distracted by reading.

Mark is highly detail-oriented and often notices things that others might overlook.
He has an excellent memory, especially when it comes to facts about his favorite
subject, trains. Mark thrives on routine and can become distressed when his
schedule changes unexpectedly. He may have difficulty understanding social cues
and can be very literal in his interpretation of language. Despite his challenges with
social interactions, Mark is very loyal and caring to those he feels comfortable with.
He has a unique way of thinking that can bring fresh perspectives to problem-
solving. Raidah Z.
 Curriculum Modifications for
●
Mark
1. Individualized Learning

Interest-Based Projects: Incorporate Mark's love of trains into various subjects. For example, use
train-themed materials for math activities, reading comprehension exercises, and art projects to
keep him engaged and motivated.
● Independent Workstations: Set up a dedicated workstation for Mark where he can focus on tasks
independently without distractions. This space can include materials related to his interests and
preferred activities.

2. Social-Emotional Support

● Social Stories and Scripts: Use social stories and scripts to teach Mark about social interactions,
cues, and appropriate responses. These can be used to prepare him for different social situations.
● Peer Buddy System: Pair Mark with a patient and understanding peer who can gently encourage
social interaction and provide a model for appropriate social behavior.
● Emotion Regulation Tools: Provide tools such as stress balls, fidget toys, or a calming box to help
Mark manage his emotions when he feels upset or overwhelmed.

Claudia S.
 Curriculum Modifications for
Mark
3.Instructional Strategies

● Visual Supports: Use visual aids, such as picture cards and written instructions, to complement
verbal instructions. This helps Mark understand and follow directions more easily.
● Task Analysis: Break down tasks into smaller, manageable steps with clear, sequential
instructions. This approach aligns with Mark's detail-oriented nature and helps him stay on task.
● Positive Reinforcement: Implement a system of positive reinforcement to acknowledge Mark's
efforts and achievements, particularly when he completes tasks or engages in appropriate social
interactions.

4. Accommodations for Learning Style

● Concrete Materials: Use Montessori materials that are hands-on and concrete, as these can help
Mark better understand abstract concepts.
● Visual Timers: Incorporate visual timers to help Mark manage his time on tasks and understand
how long he has to work on an activity before moving on.
● Frequent Breaks: Allow for regular, short breaks where Mark can engage in a preferred activity or
simply relax, which helps him recharge and maintain focus. Claudia

Claudia S.
 Environmental Modifications
for
1. Sensory Considerations

● Noise Control: Implement noise-cancelling headphones or earplugs to help Mark manage his
sensitivity to loud noises. Additionally, create a quiet corner in the classroom where Mark can
retreat if he becomes overwhelmed.
● Visual and Auditory Signals: Use visual cues and gentle auditory signals (like a soft bell) to
indicate transitions, reducing the stress associated with sudden changes.

2. Routine and Predictability

● Consistent Schedule: Maintain a consistent daily routine with minimal changes. Use visual
schedules with pictures to outline the day's activities, helping Mark anticipate and prepare for
transitions.
● Transition Warnings: Provide Mark with advance notice before transitions, using a visual timer or
a countdown system to help him adjust smoothly. Claudia

Claudia S.
⤞
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