There have always been children who are different. When Doctor Montessori was teaching, some of her students may have been called flighty, energetic, or antisocial. Some children were among her “unteachable” students at the mental institution. We now have kinder and more accurate words for children like this – autistic, intellectually disabled, neurodivergent. Maria knew those children could be reached as deeply as typical children with the right techniques, pedagogy, and respect. At our school, we work hard to stay true to our roots of serving children who are different. To serve the child in front of us, rather than the idealized child. Montessori can be for any child – if we are open to new ideas and techniques.

Each guide adjusts their classroom based on the children who currently make up the community. In my class the last few years, we have had a greater proportion of children with higher needs. I have had to adapt. Some adaptations are to the class as a whole; I keep a stock of fidgets, headphones, and wiggle seats to help children concentrate. I often keep the lights lower to bring down the noise and energy of the whole class. These adjustments improve the experience for all the children and provide accommodations to any child that needs them. In education theory, this is called Universal Design for Learning. We learned in our training that some children need “heavy work” to regulate their bodies. Occupational therapists would call this proprioceptive input, and it can be very helpful for students with ADHD, sensory processing disorder, and autism. So, we have a backpack of rocks to carry and stumps to roll. All children need movement, but some need more. So, we add a yoga mat to our materials, exercise prompts, a sit and spin. We make our group time shorter, possibly allow fidgets, and encourage children to do other tasks during that time so they are not experiencing group as a time when they are receiving constant correction for wiggles or interruptions they may not be able to control.

Some children require more individualized adaptations. Dyslexia affects about 10% of the population, and those children need for us to augment the curriculum and shift some of our teaching methods. For those children showing early signs of dyslexia, I might make a date with them to drill their letters every day or teach the sounds in a more regimented fashion. Some might have physical disabilities that require adaptations like slant boards or preferential seating.

Some children need a little more structure than others. This is a point of tension between Montessori theory, which requires freedom in choice of work, and psychology, which suggests that children with poor executive function require structure and scaffolding. For older children who struggle to choose challenge (to work in what psychologists would call “the zone of proximal development”), I often create a to-do list. But, to stay true to the Montessori method, I create it with the child. I might ask them to choose two materials that challenge their mind, one to challenge their hand, and one to relax. If they do not have ideas, I might offer them three choices of work that I know they need to practice. That way, they are participating in their day’s schedule. Many children are eventually able to wean off of this structure as they develop an internal schedule. Others are not. Some of these children also benefit from time challenges – essentially a child-size version of the Pomodoro technique. For them, we have timers available.

Montessori does not encourage praise from its teachers and, for typical children, this is an approach backed by psychology and neuroscience. But many neurodivergent children struggle to build intrinsic motivation or to be able to judge their own actions. So I have, once or twice over the years, done a sticker chart – always with the child’s participation in reflecting on their actions. Or I might “catch them being good” more often and more specifically than a typical child. With a typical child, I might say “you completed your page!” and smile. With a child who struggles with executive function skills, I might say, “you completed your page! I bet it felt really good to finish that. Do you feel pride, or satisfaction maybe? It was hard, but you did it. Congratulations!” It still notices effort rather than traits, but gives greater emphasis than what a typical child might need.

Many neurodivergent children struggle socially. Maybe their impulsivity creates arguments, or they lash out physically. Maybe they do not read social cues well or say hurtful things without realizing. For these children we can use existing Montessori techniques to give them additional support. Our method for teaching social skills involves direct instruction and role play to practice. We call these small group lessons “grace and courtesy.” We can also support them through facilitating conversations between children who are in conflict; with our adult understanding, we can help reframe the situation so that both the neurodivergent and neurotypical child can see the situation differently and learn to take another perspective. These methods are just as important for neurotypical children; the struggles with empathy that many neurodivergent people seem to present are not an inherent problem with empathy, but a difficulty with communicating empathy across neurotypes. By helping neurotypical children understand their peers, we are contributing to a more inclusive community overall, where children can be viewed as different rather than lesser or difficult. Some children need to be protected from distractions or from negative peer relationships, so they might be provided an assigned seat for their benefit.

Coming to terms with having a neurodivergent child can be really hard for parents. The child that was hoped for may seem really far away. There might be worry and fear for the future of a child who is different and the ways their life might be harder. Sometimes these concerns may lead a parent to delay evaluation. But for many neurodivergent people, a diagnosis is not a tragedy. It is a gift. They finally know why they feel different, and can find ideas to support them. Early intervention can help protect a child’s self-image and confidence, as well as give the adults in their life a road map for how to help that child grow. Whether there is a diagnosis or not, we teachers are happy to help. But we also know the benefits of early intervention. If it ever seems like your child’s guide is pushing for an evaluation, it is because we know from experience how world changing it can be. We truly want the best for your child.

Montessori is designed to be adaptable. If we observe, research, and experiment, we can find a way to help any child grow into their potential. We see the child who is not yet there and do whatever we can to reach them – even if it may be unconventional for a Montessori class. After all, what could serve the child better?

Ryan Cowdry, TTMS Children's House Guide

December 2023