In many cases, children with mild physical or learning challenges do very well in a Montessori environment – which is specifically designed for differences in learning styles.

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Children may need to be evaluated individually by a specialist to ensure that our school can successfully meet the child’s needs and learning style. Educators should not diagnose children; instead, they would refer parents to a specialist for an assessment through their doctor or paediatrician. The school works in collaboration with: occupational therapists, physiotherapists, child psychologists, play therapists, speech therapists or any other specialist where necessary.

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Should it be found that an assessment by a specialist is required, Debbie /Sophie will invite the parent to attend an advisory meeting. It is important to remember that an assessment is for the child’s benefit so parents are expected to comply as far as possible.

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Refusal to undergo an assessment could jeopardise the child’s future at the school. An assessment from the specialist must be submitted to the school by a parent once it has been done. This assessment will determine whether the child requires more specialised care and if Explore + Discover Montessori can cater for this. Furthermore – should the child require any form of intervention – communication between the therapist/specialist, the parents and the school is essential and regular reviews will need to be set up.

 

It is the school’s recommendation that assessments be conducted at the earliest possible time, as early intervention provides the best results.

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Introduction

Explore + Discover Montessori Preschool recognises that it is essential to provide equal opportunities to all persons without discrimination. Equal opportunities mean that discrimination on the basis of race, religion, gender, language, disability or family background is not acceptable. In addition to this, all children have equal value and deserve equal access to every aspect of school life. Montessori firmly believed that fostering respect and tolerance in young children from other cultures and religious backgrounds would ultimately lead to the avoidance of war and strife.

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Definition

Special Needs (SN) (barriers to learning) may be very broadly defined as a skill or milestone that a developing child is unable to achieve; or normal physical, cognitive or social activities the child is unable to participate in; or physical, psychological, social, emotional or cognitive delays which are due to a variety of factors. These barriers to learning may be temporary, transient or permanent.

 

Statement of Commitment to Children with Special Needs

The philosophy of Explore + Discover Montessori Preschool is as follows: Explore + Discover Montessori Preschool is dedicated to the Montessori Philosophy and offers a stimulating, nurturing environment that focuses on child-centred education and embraces children of all races, religions and abilitities.’

 

In addition to this philosophy, all staff employed by Explore + Discover Montessori Preschool have an obligation in terms of the Children's Act, 2005 (Act no 38 of 2005) to ensure that children with SN, in their care whilst on the school property; receive the highest level of protection, equal attention and respect. The staff does this by working towards the standards outlined in this SN document.

 

The school is aware of the many varied factors which may play a role in the developmental, physical, social and emotional, or cognitive delays of the child; including but not limited to: poverty, unemployment, disempowerment, crime and violence, substance abuse or addiction, biological factors, inadequate nutrition, genetic inheritance, language or cultural isolation, divorce, neglect, abuse, and HIV positive status. Each child will be treated as an individual based on the wide variety of causal factors.

 

The school will, as far as possible, provide for children with SN, or who may develop SN through one or more of the abovementioned factors or any other factors. The school will strive to support any SN child based on a sound cooperative relationship where possible with the child’s parent/s or guardian/s, as well as any agencies such as the Department of Social Development, Health or the Child Protection Unit if this becomes necessary. The school’s educators have all had some education relating to working with children who have SN, and some educators may have experience with children who have SN, however, the school’s policy is to appoint specialists for intervention with SN children when required.

 

​Sophie/ Debbie will connect with the specialist and keep a record of the assessment and/or feedback from the specialist. She will also implement any strategies with the child, or the classroom environment, or the materials that the specialist may suggest to enhance the support and learning experience for the SN child. After consulting with the specialist and if/when necessary, regular meetings and feedback sessions, in addition to the school’s standard report/feedback sessions, will be held with the SN child’s parents, specialist and teacher. These may occur once per month, initially, and will be maintained as the need arises, or until these feedback sessions are no longer necessary.

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The fees of the specialist or facilitator are for the account of the child’s parent/s or guardian/s.

 

We are opposed to all forms of unlawful and unfair discrimination. Our aim is to promote equality of all persons and that everyone will be treated fairly and with respect. Children are made aware of their rights set out by the Convention on the rights of the child.

 

The Montessori Method and the Special-Needs Child

The Montessori methodology places emphasis on respect, empathy, cooperation, integration, peaceful interaction and acceptance of the child’s own pace of learning, thus providing an environment that will support the SN child.

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In addition to this, the following aspects of the method offer further support to the child with barriers to learning:

• Sophie / Debbie are trained to observe the child first in order to guide their interactions in the environment. Each child’s individual personality, stage of development and tendencies are noted and recorded in order to best serve the needs of the child. The SN child will be carefully monitored in order to best guide their progress and ascertain what activities are most beneficial to their particular needs.

• Aesthetically pleasing and calm environment. The Montessori environment is not overloaded with sensory stimulation. Each piece of material is beautiful and simple and usually illustrates one concept or quality at a time.

• Enticing activities that promote independence, such as ‘Activities of Everyday Living’, which the young child sees in their daily life around them and can relate to. These activities are readily chosen by the child and promote not only concentration and fine motor skills, but independence as well. The SN child who is physically challenged will have ample opportunity to develop these skills and increase their independence. Examples of these skills would include pouring a glass of water and dressing themselves.

• Grace and courtesy activities encourage respect of peers. Appropriate behaviour is modelled by the Debbie/ Sophie and the team and in turn by the children, so that children with disabilities will not be humiliated or teased.

• Activities cater for specific developmental needs at the right time. The SN child is able to learn at his/her own pace.

• Concrete, hands-on approach. The child learns from concrete experiences and gradually moves from simple to complex activities and materials, and from concrete to abstraction. The SN child may require more concrete activities in order to grasp certain concepts.

• The materials can be used with limited intervention from adults (the control of error is built into their design), thus allowing the SN child to develop and master the skill independently if they want to. This further reinforces their self-motivation and self- esteem.

• Therapeutic, multi-age social structure. The age span of three years in the Montessori preschool class supports the child who may have physical, cognitive or social/emotional delays within his/her age group. For example, the older SN child who has social development delays may find it easier to bond with younger friends in the same class.

• Competition is not encouraged and therefore the SN child will be able to work at his/her own pace, and fulfil their intrinsic need to master a particular skill or activity they have chosen.

• Self-chosen activities. The SN child’s own natural choice of activity strengthens their intrinsic drive to fulfil a particular need or skill development and promotes a sense of self achievement.

• A minimum of a three year cycle. The SN child has the opportunity to develop skills over an increased time span if necessary, without the need to move to a new class each year as in conventional classrooms.

• Repetition of activity. The Montessori team allows for repetition of activity by the SN child if so desired, in order for the skill or concept to develop and be mastered.

• Peace education. The children are encouraged to problem-solve amongst themselves, when possible, with peaceful negotiation strategies which are role modelled by the team.

• The SN child will learn valuable social skills with this approach.

 

Explore + Discover Montessori Preschool encourages the building of a strong relationship between parents, specialists and the staff. This is essential to ensuring that children receive the best support necessary. We feel that all children can succeed with the right support.

 

Admissions Policy

1. Once the applicant’s details have been processed, the standard interview – with the parents/guardians of the child, as well as the child – will be set up. The purpose of the interview is for Debbie / Sophie to become more familiar with the child and their family; as well as for the family to become more familiar with the school, its ethos, philosophy and methodology. The cooperative relationship between the school and the parents of every child is of critical importance.

2. Previous assessments or reports need to be submitted as part of the admission process.

3. Parents of SN children need to observe in the classroom and be fully aware of the school environment and the daily operation of the school before registering their child.

4. Questions and concerns relating to the school environment, the Montessori philosophy and the curriculum need to be discussed with Debbie /Sophie.

5. If therapy or intervention by a qualified specialist is required for the child, the parents need to agree to this in the best interests of their child’s continued development.

6. The particular specialist will assess the whole school environment and will make suggestions as to where the particular needs of the child can possibly be accommodated, taking into account the needs of the other children in the school.

 

The Programme

1. Once the child has been assessed and the specialist has been consulted; Debbie/ Sophie will examine the environment and, where possible and if necessary, will adapt the environment to suit the SN child.

2. Activities that are particularly beneficial to the SN child will, where possible, be integrated into the environment.

3. The child may also require a facilitator within the environment to assist with their daily developmental progress and wellbeing. Parents need to be fully supportive of this.

4. If possible, facilitators should ideally be trained in the Montessori philosophy as well as in SN.

5. A regular feedback and reporting session, at suitable intervals, will be arranged between Sophie/ Debbie and therapist/specialist.

6. The parents/ guardians need to attend regular feedback or reporting of progress sessions with the therapist/specialist and Sophie/ Debbie.

7. Parents/ guardians need to implement actions, that have been suggested to them, in the home too in order to support the progress of the child.

8. The time span of attendance will vary for each individual. The school has a right to determine the maximum time span the SN child spends as a school member, based on: the progressive development of the child, the specialist’s recommendations, and the observations of the Debbie/ Sophie. 

9. SN children who require full-time one-on-one supervision, must be accompanied by parents/facilitators on all outings or alternative arrangements must be made for that day.

 

Limitations

Whilst the school practises the above approach, there are certain limitations for accepting or accommodating children with SN (barriers to learning) based on the school’s facility and staffing:

1. A maximum age of the SN child will be determined, by Debbie /Sophie based on the child’s personality and progress as well as the child’s peer group.

2. Physically-disabled children should be mobile. Wheelchair facilities are not available.

3. Children with cerebral palsy and full sight impairment (blindness) are not able to be accommodated. The school is not equipped with suitable facilities for full sight impaired (blind) children and constitutes a hazard for these children. No wheelchair facilities are available for cerebral palsy children.

4. Children should be able to attend to their own toilet and hygiene needs (within reason)

5. A ratio of one SN child to every 24 children will be accommodated in each classroom.

6. The SN child’s attendance at the school will be reviewed if they display excessively disruptive, physically aggressive or anti-social behaviour – that shows no positive improvement after therapy and which affects the general wellbeing and progress of the other children at the school – with a view to the child discontinuing their attendance at the school.

7. The school management, in consultation with the Sophie/ Debbie and therapist/ specialist, reserves the right to determine when a child may no longer attend the school program.