From Dyslexia to Dyscalculia: Insights on Learning Disabilities

Serving our students with learning disabilities can seem intimidating – but it doesn’t need to be.  The Montessori method’s inherent adaptability is perfectly suited for working with children of varying ranges of abilities. This week’s podcast episode focuses on disabilities like dyslexia and dyscalculia, and how Montessori educators can meet the needs of the diverse population of students we serve. 

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(This article is a condensed version of a podcast transcript. For the complete experience, you are encouraged to listen to the entire podcast episode.)

Letty: Welcome to Montessori Talks. Today, we’re joined by Megan Hicks, a seasoned Montessori teacher from Western Australia with over 20 years of experience and training across all age levels from zero to 18! Megan also lectures for Montessori training institutes and offers a writing course. Our focus today is on students with learning disabilities, a topic Megan is well-versed in.

Meghan: It’s a pleasure to be here. The most common learning disability is dyslexia, which involves difficulties in reading and writing. Closely related and often co-occurring is dysgraphia, where children struggle to translate thoughts onto paper. This can manifest as difficulties in idea generation or the physical act of writing.

Less common is dyscalculia, affecting less than 5% of the population, characterized by challenges in understanding foundational number concepts. Another notable condition is dyspraxia, a condition that affects physical co-ordination, and is often identifiable in Montessori settings due to our focus on practical life activities. It involves challenges in motor planning and executing sequences of actions.

Letty: In the early years, these signs can be particularly evident.

Meghan: Indeed, these conditions are closely linked to executive functioning, a key component in learning disabilities. It’s important to recognize that these are biological and physiological differences in the brain. Our understanding of these disabilities has evolved, and it’s crucial to find a balance in addressing them. Executive function plays a significant role across the spectrum of learning abilities, influencing behaviors and skills like self-control and planning.

Letty: Understanding executive functioning is crucial for children’s success, even more so than traditional measures of intelligence.

Meghan: Absolutely. Maria Montessori’s insights into the functioning of the human brain were remarkably ahead of her time. Her approach, starting with the individual rather than a predetermined system, is particularly effective for children with learning disabilities. Montessori’s work began with children in asylums, often labeled as ‘defective,’ which helped her understand the fundamental needs of the human brain. This foundation is why Montessori aligns so well with learners of all types.

Letty: That’s a profound way to view Montessori’s approach – building around the individual rather than fitting them into a pre-existing curriculum.

Meghan: Exactly. Montessori pedagogy is inherently flexible, and designed to cater to the individual needs of each child. It’s not about teaching a large group the same thing at the same time but about following and supporting each child’s unique journey. This approach is especially beneficial for children with learning disabilities, allowing them to progress at their own pace and in areas where they excel.

Letty: The Montessori classroom, particularly at the elementary level, is like a petri dish of diverse learning experiences. It’s an ideal environment for students with learning disabilities, offering individualized and small-group support tailored to each child’s pace and needs.

Meghan: The role of a Montessori educator is to be a gatekeeper of this unique learning environment, preserving the opportunity, peace, and autonomy necessary for all children to thrive. Our goal is to connect with each child, guiding them to discover the usefulness and joy of learning, free from the constraints of rigid curricular pressures.

Letty: This conversation highlights the theoretical and practical aspects of Montessori education in supporting children with learning disabilities. It underscores the importance of a flexible, child-centered approach that adapts to the needs of each individual, fostering a nurturing and inclusive learning environment.

Letty: In Montessori education, identifying materials and activities that support children with learning disabilities is crucial. Can you share insights on specific Montessori tools or approaches that have been impactful?

Meghan: In elementary education, the focus is more on learning areas than specific materials. A key challenge is catering to diverse literacy levels. The Montessori language curriculum aligns with reading and writing science, emphasizing the phonetic code essential for transitioning from tactile learning.

Children’s choice in materials serves as a litmus test for their effectiveness. Older children, for instance, might bypass the sandpaper letters, indicating readiness for advanced materials. Interpretive reading, including activities like reader’s theater, is a valuable but underutilized aspect that enhances fluency and comprehension.

Letty: I’ve seen children enjoy interpretive reading in my classroom, especially through improvisation.

Meghan: Timothy Rozanski’s research on fluency shows how mainstream activities like reader’s theater enhance reading skills. In Montessori education, we connect the alphabet and writing system to practical uses, which helps even children with learning disabilities, like dyslexia. We teach the phonetic code of our language and introduce morphology and etymology, making words more meaningful and interesting. This approach helps children understand the structure and origin of words, aiding in comprehension.

Letty: There’s a focus on building pre-existing knowledge in schools.

Meghan: Montessori excels in knowledge building, fostering a deeper understanding without expecting immediate outcomes. The approach is evident in mathematics, where materials like the checkerboard make abstract concepts tangible, aiding children with dyscalculia. It requires gradual progression, repetition, and precise language use.

Letty: It’s okay for teachers to refer to their script or album during lessons, especially when starting out.

Meghan: Absolutely. Awareness of language and vocabulary is crucial, especially for children with learning disabilities. Providing time and repetition in a classroom that respects individual timetables is key to meeting children’s needs. Precision in language and scripted lessons ensure clear communication of concepts.

Letty: Repetition is essential for children, especially in areas they struggle with. What can Montessori teachers do to better handle learning disabilities in their classrooms?

Meghan: Teachers often feel isolated. It’s important to establish collegiate links, observe other classrooms, and connect with others online. Drawing on resources from those who have studied Maria Montessori’s work is valuable. Professional development and utilizing classroom assistants can also be beneficial. Practicing lessons with assistants improves understanding and helps identify and support children’s learning needs.

Letty: Professional development and assistant utilization are important. Practicing lessons with assistants can improve teaching and understanding.

Meghan: Practice is essential for teachers. Being kind to oneself and acknowledging that learning is a continuous process is important. Admitting and learning from mistakes is part of effective teaching. For children over six, there’s more flexibility to correct teaching mistakes. Explaining errors and vulnerabilities to children helps them understand and learn better.

Letty: Do students with learning disabilities often struggle with mental visualization? 

Meghan: Yes, children with dyscalculia, dyslexia, and dysgraphia often have difficulties visualizing mentally. Checking a child’s ability to visualize through storytelling can reveal their visualization capabilities. Montessori materials help build mental representations through structured, ritualized teaching methods, providing external order and structure that children with learning disabilities may lack.

Letty: I want to push back on your statement for a moment, that the Montessori environment has everything a child needs. Teachers often aren’t trained in teaching reading in elementary, as there is an assumption that the children receive this in the 3-6 classroom, and there’s a gap in explicit writing skill instruction.

Meghan: When there are gaps, they can be found in the training programs, not the pedagogy itself. Training often has time constraints and prioritizes certain areas, leaving out others like early reading skills. My approach has been to undergo training across all levels, filling in gaps for children who are outliers. The materials exist, but they may not be included in the scope of elementary training.

Letty: So, the pedagogy is complete, but training may have gaps. 

Meghan: Exactly. Teachers must seek information beyond their initial training, especially within the Montessori pedagogy, before looking elsewhere. Incorporating external programs can disrupt the child’s development of executive functions. For elementary children, repetition should be varied as their brains are primed for novelty.

Letty: How do Montessori schools collaborate with parents and specialists for children with learning disabilities?

Meghan: It depends on the school and the child population. Schools committed to serving every child may bring in specialists. For teachers, it’s crucial to have open communication with parents. Observing the child’s behavior at home and in the classroom can provide insights. If a child seems dysregulated at home, it could indicate unmet needs in the classroom. Recommending professional assessments and early interventions are important steps.

Letty: How can teachers sensitively approach parents about their child’s potential learning disabilities?

Meghan: Teachers should encourage parental involvement and observe children’s behavior. Sharing observations with parents and seeking their input creates a collaborative atmosphere. It’s vital to avoid suggesting problems at home but rather share mutual concerns. Teachers should present themselves as partners in understanding and supporting the child’s needs. Early identification and intervention are key, and getting a formal diagnosis can help in obtaining necessary academic accommodations.

Meghan: Observant, communicative, and collaborative approaches are essential in addressing learning challenges in Montessori environments. It is important for teachers to extend their learning beyond initial training and to work closely with parents and professionals for the benefit of students with learning disabilities.

Letty: Thank you, Meghan, for joining me all the way from Australia. I learned a lot and look forward to hosting you another time so that we can touch upon other topics we weren’t able to cover this time.