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Breaking the Chains: Montessori and the Fight for Educational Justice.

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Bibliographic Details
Title:	Breaking the Chains: Montessori and the Fight for Educational Justice.
Authors:	Manley, Shannon¹ shannon.manley23@my.stjohns.edu
Source:	New England College Journal of Applied Educational Research. Jun2026, Vol. 6 Issue 1, p1-23. 23p.
Subject Terms:	Montessori method of education, Teacher education, Education methodology, Educational equalization, *Children with disabilities, Inclusion (Disability rights), Mental training
People:	Montessori, Maria, 1870-1952
Abstract:	Too often, children with disabilities enter school already bound by labels, restrictive placements, and rigid systems—chains that limit their potential before they even have a chance to learn. This literature review examines whether Montessori education provides a genuinely inclusive and developmentally responsive approach for children with disabilities. Montessori’s emphasis on autonomy, sensory-rich materials, and purposeful activity positions it as a promising framework for breaking the chains of restrictive labels and educational barriers, supporting cognitive, socialemotional, and physical development. Evidence across diverse learner populations indicates gains in literacy, executive functioning, motor skills, and engagement when Montessori principles are implemented with fidelity. At the same time, persistent challenges—particularly related to teacher preparation, confidence, and limited specialized training—continue to tether inclusion to inconsistent practice, restricting the effectiveness of Montessori’s promise. Research has largely focused on student outcomes, with far less attention to how teachers understand, interpret, and enact inclusion in their daily work. This review synthesizes developmental, philosophical, and empirical studies to clarify both Montessori’s potential and its practical constraints. Findings highlight the need for deeper qualitative insight into teacher experiences, stronger professional learning systems, and clearer supports to ensure that Montessori environments unshackle diverse learners from educational limitations imposed by traditional.systems. Taken together, the literature has underscored that Montessori education can offer an inclusive alternative to traditional models, but its success depends on addressing gaps in implementation and expanding research that connects foundational principles with classroom realities. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Too often, children with disabilities enter school already bound by labels, restrictive placements, and rigid systems—chains that limit their potential before they even have a chance to learn. This literature review examines whether Montessori education provides a genuinely inclusive and developmentally responsive approach for children with disabilities. Montessori’s emphasis on autonomy, sensory-rich materials, and purposeful activity positions it as a promising framework for breaking the chains of restrictive labels and educational barriers, supporting cognitive, socialemotional, and physical development. Evidence across diverse learner populations indicates gains in literacy, executive functioning, motor skills, and engagement when Montessori principles are implemented with fidelity. At the same time, persistent challenges—particularly related to teacher preparation, confidence, and limited specialized training—continue to tether inclusion to inconsistent practice, restricting the effectiveness of Montessori’s promise. Research has largely focused on student outcomes, with far less attention to how teachers understand, interpret, and enact inclusion in their daily work. This review synthesizes developmental, philosophical, and empirical studies to clarify both Montessori’s potential and its practical constraints. Findings highlight the need for deeper qualitative insight into teacher experiences, stronger professional learning systems, and clearer supports to ensure that Montessori environments unshackle diverse learners from educational limitations imposed by traditional.systems. Taken together, the literature has underscored that Montessori education can offer an inclusive alternative to traditional models, but its success depends on addressing gaps in implementation and expanding research that connects foundational principles with classroom realities. [ABSTRACT FROM AUTHOR]
ISSN:	28368339