Christina Kristiyani


Montessori Education is widely spread in almost all countries in the world. Even though this school is meant for all kinds of learners including normal learners, the Montessori education concepts used in Montessori schools will be very supportive education for children with special needs. Therefore, the schools which adopt Montessori education concepts can facilitate inclusion, especially with the concepts of I can do it myself. Inclusive education needs to be carefully prepared and implemented by schools. The movement brings about some challenges for teachers. This paper explores the environment and materials based on Montessori education concepts. The environment and materials are suitable for all types of learners and thus can be an option to be implemented in the inclusive education setting. Teaching materials rooted in Montessori education concepts indeed cater all ages and embrace the needs of all students.


inclusive education, environment, learning materials, Montessori education concept

Full Text:



American Montessori Society. (2016). Montessori learning materials. Retrieved from

Baker, P. H. (2005). Managing student behavior: How ready are teachers to meet the challenge? American Secondary Education, 33(3), 51-64.

Brenner, K. (2005). Montessori and cued speech: Diane Therriaults life changed forever after a car accident. Madras, MAA: Theosopical Publishing House.

CasaVera Montessori School. (2007). Children with special needs: Community living Toronto. Retrieved from

Donovan, H. (2008). The dyslexic child. Madras, MAA: Theosopical Publishing House.

Fidler, W. B. (2003). Attention deficit hyperactivity Disorder: A practical Montessori response. Madras, MAA: Theosopical Publishing House.

Fidler, W. B. (2004). Dyslexia: A practical Montessori response. Madras, MAA: Theosopical Publishing House.

Fidler, W. B. (2007). Why do children with special needs thrive in Montessori schools? Madras, MAA: Theosopical Publishing House.

Fidler, W. B. (2010). Hearing impairment. Madras, MAA: Theosopical Publishing House.

Gutek, G. L. (Ed.). (2004). The Montessori Method, the origins of an educational innovation: Including an abridged and annotated edition of Maria Montessoris the Montessori methods. Lanham, MD: Rowman & Littlefield Publishers, Inc.

Hodkinson, A. (n.d.) . Inclusion All present and correct? A critical analysis of new labours inclusive education policy in England. In Journal for Critical Education Policy Studies, 11(4), 242 262. Retrieved on October 18th , 2016, from

Lapp, D. F., James., Fisher, D., Sax, C., & Pumpian, I. (1996). Point-counterpoint: From intrusion to inclusion: Myths and realities in our schools. The Reading Teacher, 49(7), 580-584. Retrieved on October 18th, 2016, from

Norwich, B. (2014). How does the capability approach address current issues in special educational needs, disability and inclusive education field?. Journal of Research in Special Education Needs, 14(1), 16-21.

Rogers, C. (2007). Experiencing an inclusive education: Parents and their children with special educational needs. British Journal of Sociology of Education, 28(1), 55-68. Retrieved from

Soodak, L. C. (2003). Classroom management in inclusive settings. Theory into practice, 42(4), 327-333. Retrieved n October 18th, 2016, from




  • There are currently no refbacks.

Copyright (c) 2018 Christina Kristiyani

Indexed and abstracted in:



LLT Journal Sinta Certificate (S3 = Level 3)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 3 by the Ministry of Research Technology and Higher Education of the Republic of Indonesia based on the decree SK No. 30/E/KPT/2018. (Validity: Vol 20 No 1, 2017 till Vol 24 No 1, 2021 [5 years])



This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License


Free counters!

 LLT Journal: A Journal on Language and Language Teaching is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.