Breaking the Chains: Montessori and the Fight for Educational Justice.
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| 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] |
| Copyright of New England College Journal of Applied Educational Research is the property of New England College and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 194463577 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Breaking the Chains: Montessori and the Fight for Educational Justice. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Manley%2C+Shannon%22">Manley, Shannon</searchLink><relatesTo>1</relatesTo><i> shannon.manley23@my.stjohns.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22New+England+College+Journal+of+Applied+Educational+Research%22">New England College Journal of Applied Educational Research</searchLink>. Jun2026, Vol. 6 Issue 1, p1-23. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Montessori+method+of+education%22">Montessori method of education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+methodology%22">Education methodology</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion+%28Disability+rights%29%22">Inclusion (Disability rights)</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+training%22">Mental training</searchLink> – Name: SubjectPerson Label: People Group: Su Data: <searchLink fieldCode="PE" term="%22Montessori%2C+Maria%2C+1870-1952%22">Montessori, Maria, 1870-1952</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of New England College Journal of Applied Educational Research is the property of New England College and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 1 Subjects: – SubjectFull: Montessori method of education Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Education methodology Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Children with disabilities Type: general – SubjectFull: Inclusion (Disability rights) Type: general – SubjectFull: Mental training Type: general – SubjectFull: Montessori, Maria, 1870-1952 Type: general Titles: – TitleFull: Breaking the Chains: Montessori and the Fight for Educational Justice. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Manley, Shannon IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 06 Text: Jun2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 28368339 Numbering: – Type: volume Value: 6 – Type: issue Value: 1 Titles: – TitleFull: New England College Journal of Applied Educational Research Type: main |
| ResultId | 1 |
