Given the strides in the field of education, one might never guess that the most serious barrier to education across the globe would be disability. Yet, the estimated 240 million children with disabilities worldwide are often overlooked in policymaking and daily classroom initiatives by school personnel, limiting their access to education.

Like all children, students with disabilities deserve equal opportunities in the classroom. According to UNICEF:

Inclusive education is the most effective way to give all children a fair chance to go to school, learn, and develop the skills they need to thrive. Inclusive education means all children in the same classrooms, in the same schools. It means real learning opportunities for groups who have traditionally been excluded… Inclusive systems value the unique contributions students of all backgrounds bring to the classroom and allow diverse groups to grow side by side, to the benefit of all.

Kim Watson, former Montessori guide at American Montessori Society (AMS) member school, Sterling Montessori Academy and Charter School, has dedicated herself to creating an inclusive Montessori classroom environment. She states, “having a classroom where every child feels included, safe, accepted, and valued is what I strive to create every day.”

Watson’s inclusive approach to education is so remarkable that one of her former students, Harrison Gattis, nominated her to receive the Honored award, a monthly recognition of teachers across the country who are changing students’ lives. The story highlights how the inclusive classroom Watson has created allowed Harrison to feel capable and confident and remain connected to his classmates despite his disability. Perhaps most importantly, it reveals that what is most exceptional about Watson’s teaching practices with Harrison is that they have not been exceptional at all. Katherine Boone, Honored editorial director shares, “She approached Harrison’s education the same way she approached the education of every single one of her students: by constantly adapting to the children’s needs, interests, and abilities.”

Watson was so touched to receive this most honorable award, overwhelmed with emotion and appreciation. She shares her amazement at receiving the award, stating, “It touched my heart so much because in my mind I felt I was just doing my job, giving him the best possible education I could which meant giving him what he needed as an individual.”

It is this innate understanding of each child and the recognition of their individual needs that has allowed Watson to create an inclusive Montessori classroom and she is now sharing her knowledge to help other Montessori guides do the same.

Watson's 4 Tips for Developing an Inclusive Montessori Classroom

1. It is the Guide’s Duty to be a Keen Observer

Watson shares that since no two children follow the same path, she believes it is the duty of Montessori guides to be keen observers, “[getting] to know each child deeply, and [supporting] them with whatever they need to be successful along their journey.” Observation may quickly reveal the best way to support a child or it may take some time and experimentation to determine what works best to meet a child’s needs. As time passes and things change, careful observation may reveal that some support strategies may no longer be successful for a certain child and new approaches may need to be implemented.

2. A Blended Approach to Learning is Necessary

A blended approach to learning involves combining elements from multiple teaching methods to ensure all students' cultural, academic, and identity needs are met. Watson emphasizes that since many children enter a Montessori classroom facing challenges with independence and attending to tasks, a blended approach is necessary. She shares, “Some children need a visual work plan because of struggles with reading and/or organization, others need a separate seating arrangement so they can work away from the busyness of the classroom, some need motor breaks built into their work plan, some need directions simplified and written on a dry erase board they put at their work rug.” Watson admits that she has even brought in base 10 blocks, the traditional school equivalent of the Montessori Golden Beads, to provide an even more concrete representation to help a child see the relationship from the unit beads to the 10 bars. She notes that she recognized the need to blend non-Montessori materials in order to support this student’s learning. These same recognitions and realizations for blending various learning approaches is vital in creating an inclusive Montessori classroom.

3. Utilize Positive Discipline for Behavioral Challenges

The positive discipline approach involves viewing a child’s negative behavior as misguided behavior, recognizing that there is a reason behind the behavior that is often different than what is outwardly expressed. Watson recommends Jane Nelsen’s Positive Discipline approach which helps guides understand the cause of a student’s behavior in an effort to implement a strategy to encourage the child to move towards more positive expressions.

4. Support from Administration is Critical

Watson emphasizes that it is the guides who have firsthand knowledge of students’ struggles. Administration should respect guides who face these challenges each day and should grant them the freedom to make choices they feel will best help children learn based on these daily observations and interactions.

Watson reminds educators, “Being inclusive means doing all we can to help each child be successful. We do not know what challenges will walk into our classroom each year, but each child deserves an education delivered in a way that best meets their needs. This may mean behavioral, academic, and/or social emotional needs and it may require looking at additional resources to support a student. This is Montessori. This is inclusivity.”

About the Author

Heather White, EdS, is a Montessori coach and consultant, content creator, and educator for adult learners, as well as a moderator and manager for the Montessori at Home (0 – 3 years) Facebook group. Formerly, she was a Montessori teacher, in-home caregiver, Lower Elementary coordinator, and associate head of school. She also has experience as a school psychologist intern. She is AMS-credentialed (Early Childhood, Elementary I) and is a Nationally Certified School Psychologist (NCSP). Contact her at hpratt@stetson.edu.

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The opinions expressed in Montessori Life are those of the authors and do not necessarily represent the position of AMS.