Association Montessori International
24^th International Montessori Congress 2, 3 & 4 July 2001
United Nations Educational, Scientific and Cultural Organization (UNESCO)
Education as an Aid to Like
2, 3 and 4 July 2001        UNESCO Headquarters          Paris, France

 Excerpt from Congress Proceedings
4 July 2001
Topic: “Educateurs Sans Frontières”
Some Interesting Experiences of Montessorians around the World

Yukie Sato and Takako Fukatsu, Japan
“Pioneer Non-Classroom Montessori Experiences of Aid to Children in Cambodian Refugee Communities in Thailand“

Tribute To Rebecca Ault, USA
“Training Support to a Family-Style Orphanage in Romania for HIV Children”

Pierre Bastide, France
“Three Decades of Montessori Experience in a Psycho-Pedagogic Institute for Children with Psychological Problems”

Dr. John Erhart and Monica Smith, USA
“Montessori Intervention Programme with Mentally Ill Children and Youth”

John:
In my work as a child psychiatrist, I have treated children with a wide range of emotional and developmental disabilities.  As I looked for more effective and empathic ways to help children in need, I was intrigued by Montessori.  Mrs. Smith began my introduction to the works of Montessori: she would frequently give me a chapter or text to read.  While for years, the mental health profession has encouraged and promoted child-centered approaches, Montessori began saying this 100 years ago.  Long before it was in vogue, Montessori appreciated the importance of the bio-psycho-social understanding of the child.

Monica
About the time Dr. Erhart and I decided to work together to advocate for better care and understanding of children with mental and emotional illnesses, I learned about Renilde Montessori’s new endeavor, Educateurs sans Frontieres. Her vision of EsF was the embodiment of much of what I had come to believe while witnessing what children were experiencing in most of the traditional schools and the medical clinics for children: that the public would benefit greatly from knowing about basic Montessori principles.  Renilde Montessori said, “When Montessori principles are applied in the wider context of society, their possibilities are vast and all encompassing. They can be of incalculable help to parents, social workers, child-care workers, family counselors, in short to any person involved with the developing human being.”  I was immediately attracted to Educateurs sans Frontieres.

John
Mrs. Smith was one of the participants at the first EsF assembly.  During the six-week assembly, I traveled to Citta de Castello, and Mrs. Smith and I presented to the group.  We had discussed ways to blend Montessori principles and practices with mental health therapeutics to help children and adults with emotional and developmental disabilities.   We both felt that there was a tremendous need.  We sought advice and help from respected professionals in our community, which included the fields of Montessori, law, medicine, psychology, and social work., as well as family representation.  In 2000, The Montessori Intervention Programs, a non-for-profit agency, was incorporated in New York State.  Recently, we were granted tax exemption status by the United States Internal Revenue Service.

Monica
There are many Montessori principles that are particularly applicable to the Vision of The Montessori Intervention Programs: Hope for the Future, the relationship between Education and Peace; the belief that every child has the Right to Develop to his Fullest Potential. The Universal Laws of Human Development, and the Tendencies of Man. The Need for Purposeful Work. The realization of the Impact of the Environment.  The intertwining of Freedom and Discipline. Respect for the Child. The Role of the Adult as a Guide. The Child is Our Teacher. (to name a few.)

John
As we analyzed the various needs both within and outside of our local community, we separated the task into two areas.  The first was designated as Early Intervention, which is represented by individuals with conditions and illnesses that could possibly be eliminated or greatly reduced through effective and timely early identification and response.  An example of this would the case of the child with Autism.  Despite the serious natural course of the illness, early intervention could lead to the child manifesting fewer or less severe symptoms of the disorder.  The second area of need was designated as Prevention.  There are some conditions and illnesses that, with attention and action, may be actually prevented.  An illness such as Post Traumatic Stress Disorder, as an outcome of the child’s experience in a war environment, may be avoided through community education, parental awareness and the establishment of a safe environment that responds to the child’s needs.

Monica
Some of our current projects include: working with a group of Mental Health Professionals, in discussing how to use Montessori Principles in their daily practice; establishing a program for a group of mentally handicapped adults with severe language deficits and who are currently lacking the opportunity for purposeful work; and finally, a project for helping a local public education agency establish a class for adolescents with Asperger’s Syndrome.

John
Through my work with the Board of Cooperative Education Services in our New York State community, I became aware of several children with a form of autism who were in need.  These children had been in various educational settings, and despite their many strengths, were having considerable difficulty in academics, peer interactions and other areas of their lives.  In discussing the situations these children were facing, Mrs. Smith and I suggested a series of interventions which became known as the Communication & Social Skills (CaSS) Program.  The condition these children have is known as Asperger’s Syndrome, which is a pervasive developmental disorder, with many aspects of Autism.  While there is no clinically significant delay in language or cognitive functioning, these children manifest many difficulties in social interaction, and display restrictive, repetitive and stereotypic patterns of interest, behaviors, and activities.  Despite many previous attempts to help by educators and mental health professionals, these children were suffering and not reaching their full potential.  In addition, some children were the targets of hostile peers and inflexible adults.  Medications, which can be minimally effective in this condition, were widely being used.  The educational approaches tended to focus on the deficits.  Molding the child’s behaviors was attempted via behavioral management techniques.

Monica
Many children with Asperger’s attending traditional schools are faced daily with unnecessary hardships.  They are put in forced social situations, such as gym, which give them further experiences of failure and humiliation. They are placed in a school environment with multi-class changes, several new teachers, and many new peers, creating more anxiety and desire to withdraw. When concentration does occur, it is not allowed to develop because of interruptions from teachers or school bells. Their impaired ability for abstraction is not truly recognized, for does their schooling not only lack concrete learning opportunities, but also expects them to be successful in classes such as general algebra; the child is then given poor grades for not learning the course content.

John.
The individual with Asperger’s Syndrome can display many traits, which traditionally have been viewed as a deficit or a symptom.  For example, they are often described as having much difficulty with even a minor change in their routines.  Focused interests and repetitive patterns can be described as being obsessive.  Difficulties in understanding the many forms of non-verbal communication (for example, eye contact and facial expressions) are often  identified.  While there is language development, it is noted that the individual with Asperger’s has much difficulty with the pragmatics of communication.  Clumsiness is not uncommon.  Often, these children are described as having attention deficit.  Socialization challenges are often noted as a key deficit in the syndrome.

Monica
Dr. Erhart has just described the way a person with Asperger’s manifests the human tendencies of order, exactness, communication, language, motor coordination, concentration, gregariousness, abstraction.  Lets take the camera lens further in and choose one tendency, ORDER.

Monica
Those of us who have studied Montessori understand the human tendency towards order, and know that if the child has no major obstacles to his development, he will pass through his sensitive period for order by 6 years of age.  In this case, however, there is a major obstacle: Asperger’s Syndrome.  The adolescent is still greatly dependent on extreme order in his environment.  But WE see it as his TOOL: he is using it to deal with a world that is still chaotic.

For all of us, order is a natural tendency.  It provides a point of reference from which to further explore.  It provides security, a sense of safety, and comfort. It aids efficiency.  For the child who is sensitive to order, we know that an orderly external environment is necessary for self-construction; that the child is constructing his intellect; that an establishment of internal order will aid in meeting new challenges.

So, in the Montessori application of the Cass Program, we will provide order in the environment. We will utilize the tendency as a strength. We know it serves as an orientation tool, and we will help the child use it as a base from which he can explore and master new experiences.

John
Utilizing this Asperger’s Syndrome trait (Order) as a strength, the recommended interventions include providing a pronounced sense of order in the child’s environment.  Rather than identifying the trait as a deficit, and striving to control or eliminate it, the tendency is used as a tool.  We recommend consistency between the understanding and approaches used at home and in school.  We encourage the child’s environment to be neat, orderly and inviting.  For example, we recommend that the child bring items from home, some key belongings, which will facilitate him being comfortable in the new setting.  Changes are introduced one at a time, with all changes being titrated with forethought.

Monica
When presenting our approach, we emphasize the need to focus on (1) the child, (2) the role of the adults, and (3) the prepared environment.  This is how we Conceptualize it, Design it and Implement it.

John
The first step is to understand the child, his situations, his strengths and needs.  We recommend the child’s assessment, in addition to observation, include psychological, psychiatric and neuropsychiatric evaluations.  A solid assessment of the family system is important.  The second step is to consider the many adults in the child’s life: in the home, school and community settings.  Preparation for the role of the adults is fundamental, and this involves teachers, assistants, parents and even siblings.  Parent education and support will begin six weeks before the start of the school year.  Ongoing instruction for the school staff and parent meetings throughout the year are planned.  Modifications to the environment include both the home and school.  Each child will be “welcomed,” and the environmental will reflect the needs of the specific group of children.

The CaSS program is the first project Mrs. Smith and I are implementing through the Montessori Intervention Programs.  We often return to Renilde Montessori’s vision for EsF as a guide for our work.  As she said, “Montessori principles…can be of incalculable help to parents, social workers, child-care workers, family counselors, in short to any person involved with the developing human being; they can be and have been applied with children undergoing lengthy hospitalization, maladjusted children, physically impaired children, children victims of violence, children abandoned, children at risk.”

Monica
In all of our considerations in The Montessori Intervention Programs, we will observe and learn about each child in order to understand his individual needs, so we can discover what we need to do to help others guide him in his development, with one difficulty at a time.

Association Montessori International
24^th International Montessori Congress 2, 3 & 4 July 2001
United Nations Educational, Scientific and Cultural Organization (UNESCO)
Education as an Aid to Like
2, 3 and 4 July 2001       UNESCO Headquarters        Paris, France

Excerpt from Congress Proceedings
4 July 2001
Topic: “Educateurs Sans Frontières”
Some Interesting Experiences of Montessorians around the World

Yukie Sato and Takako Fukatsu, Japan
“Pioneer Non-Classroom Montessori Experiences of Aid to Children in Cambodian Refugee Communities in Thailand“

Tribute To Rebecca Ault, USA
“Training Support to a Family-Style Orphanage in Romania for HIV Children”

Pierre Bastide, France
“Three Decades of Montessori Experience in a Psycho-Pedagogic Institute for Children with Psychological Problems”

Docteur John Erhart et Monica Smith, Etats-Unis
“Les Programmes D’intervention Montessori–Pour Enfants et Adolescents Handicapes Mentaux”

John :
Dans mon travail de pédopsychiatre, j’ai traité des enfants ayant différentes déficiences, soit émotionnelles, soit liées au développement. Alors que je cherchais des méthodes plus efficaces et davantage basées sur l’empathie pour aider ces enfants nécessitant des soins spéciaux, je fus intrigué par Montessori. Madame Smith m’initia aux oeuvres de Maria Montessori ; elle m’apportait souvent des extraits, ou des articles à lire. Bien que depuis plusieurs années, la profession de la santé mentale a favorisé et promu des méthodes plus centrées sur l’enfant-même, je découvris que Maria Montessori avait commencé à les préconiser depuis cent ans. Longtemps avant que cela ne devienne « courant », Montessori avait mesuré l’importance d’une compréhension biologique, psychologique et sociale de l’enfant.

Monica :
À l’époque où le Docteur Erhart et moi avons décidé de travailler ensemble pour de meilleurs soins et une meilleure compréhension des enfants atteints de maladies mentales et affectives, j’ai pris connaissance du dernier projet de Renilde Montessori : les Éducateurs sans Frontières (EsF). Sa vision de EsF me semblait être la matérialisation de ce que j’avais appris en observant ce qu’enduraient les enfants dans la plupart des écoles « traditionnelles », ainsi que dans les cliniques spécialisées pédiatriques : le fait que tout le public bénéficierait de connaître les principes fondamentaux de Maria Montessori. Rénilde Montessori dit : « Quand les principes Montessori sont appliqués dans un contexte plus élargi de la société, leurs possibilités sont immenses et embrassent un grand nombre de situations. Ils peuvent être d’une aide incalculable pour les parents, les travailleurs sociaux, les professionnels de la petite enfance, les conseillers familiaux ; bref, Association Montessori Internationale toutes les personnes impliquées dans le développement de l’enfant. » Je fus tout de suite attirée par Éducateurs sans Frontières.

John :
Madame Smith fut l’une des participantes de la première assemblée des Éducateurs sans Frontières, Je me suis rendu à Città di Castello au cours de ces six semaines, et Madame Smith et moi, fûmes présentés au groupe. Nous avions discuté des moyens possibles pour intégrer les principes et pratiques montessoriens aux thérapies mentales apportées aux enfants et adultes souffrant de maladies mentales et affectives. Nous sentions tous deux qu’il y avait une demande énorme. Nous avions demandé conseil et aide à des professionnels de notre communauté, dont des montessoriens, des avocats, des médecins, des psychologues, des travailleurs sociaux et des membres de famille des malades concernés.  En 2000, l’association « Programmes d’Intervention Montessori » à but non lucratif fut fondée dans l’État de New York. Récemment, l’association a été exonérée d’impôts.

Monica :
Il y a beaucoup de principes montessoriens particulièrement applicables à la vision des Programmes d’Intervention Montessori : l’espoir pour l’avenir ; la relation entre l’éducation et la paix ; la conviction que tout enfant a le droit de développer tout son potentiel ; les lois universelles du développement de l’homme ; les tendances humaines ; le besoin d’accomplir des activités choisies volontairement et intentionnellement ; la réalisation de l’impact sur l’environnement ; la conscience de l’entrelacement de la liberté et de la discipline ; le respect pour l’enfant ; le rôle de l’adulte en tant que guide ; l’enfant est notre éducateur… Pour n’en citer que quelques-uns.

John :
Après avoir analysé les besoins divers, aussi bien de l’intérieur que de l’extérieur de notre communauté, nous avons partagé les tâches à accomplir en deux groupes. Nous avons appelé le premier groupe « Intervention précoce », pour soigner les cas pour lesquels un dépistage précoce et des traitements appropriés et efficaces permettraient de réduire considérablement l’avancée de la maladie, voire l’éliminer complètement. Ce serait le cas pour certaines formes d’autisme, par exemple. Malgré la gravité de l’évolution naturelle cette maladie, une intervention précoce pourrait avoir l’effet, chez l’enfant, de réduire le nombre des symptômes ou de les rendre moins sévères. Le deuxième groupe est la « Prévention » ; il y a certaines maladies, qui peuvent réellement être évitées grâce à la prévenance et à une prise de mesures appropriées. Une maladie telle-que le stress post-traumatique, par exemple, qui est une conséquence d’expériences traumatisantes vécues par l’enfant dans des situations de guerre, peut être évitée en éduquant davantage la communauté, en favorisant la prise de conscience des parents et en préparant un environnement sécurisant qui réponde aux besoins de l’enfant.

Monica :
Certains des projets en cours sont : le travail de groupe avec des professionnels de la santé mentale pour discuter de l’application des principes montessoriens dans leurs consultations quotidiennes; l’établissement d’un programme pour adultes handicapés mentaux souffrant de graves déficits du langage, et qui actuellement manquent d’opportunités de mener des activités choisies volontairement et un projet visant à aider une école publique locale à établir une classe pour adolescents atteints du syndrome d’Aspenger.

John :
À travers mon travail au sein du « Conseil des Services d’Éducation Coopérative » de notre communauté dans l’état de New York, j’ai pris connaissance d’un groupe d’enfants souffrant d’un type d’autisme particulier et nécessitant une action immédiate. Ces enfants avaient déjà fréquenté Association Montessori Internationale plusieurs établissements scolaires et, malgré leurs nombreuses qualités, avaient de grandes difficultés académiques et relationnelles (avec des enfants du même âge), ainsi que dans d’autres aspects de leur vie. Après avoir longuement considéré les situations que ces enfants rencontraient, Madame Smith et moi avons élaboré une proposition composée d’une série d’interventions, sous le nom de « Programme de Communication et Compétences Sociales » (ou CaSS). La maladie de ces enfants est le syndrome d’Aspenger ; condition qui rassemble plusieurs des caractéristiques de l’autisme. Bien que cliniquement aucun retard significatif ne soit repéré dans le développement du langage ou du fonctionnement cognitif, ces enfants rencontrent de nombreuses difficultés dans leurs interactions sociales et font preuve de certains patrons d’intérêt, d’activités et de comportements répétitifs et stéréotypés. Malgré les tentatives des éducateurs et des professionnels de la santé mentale pour les aider, ces enfants souffraient et ne parvenaient pas à développer leur potentiel. De plus, certains d’entre eux étaient la cible des moqueries de leurs camarades de classe et de certains adultes intolérants. La prescription de médicaments (d’ailleurs très peu efficaces pour cette condition) était courante. Les approches éducatives focalisaient les échecs et les lacunes ; des tentatives de façonner le comportement des enfants avaient été menées, avec des techniques psychologiques de « gestion du comportement ».

Monica :
Beaucoup d’enfants atteints du syndrome d’Aspenger, fréquentant des écoles « traditionnelles », sont inutilement confrontés à des difficultés qui pourraient s’éviter. Ils sont mis dans des situations sociales obligatoires, telles que la gym, où ils se trouvent en position d’échec et d’humiliation. Ils sont placés dans des classes avec des professeurs qui s’alternent et dont plusieurs sont « nouveaux», avec un grand nombre de camarades de classe nouveaux également, ce qui crée en eux encore plus d’angoisse et de désir de se replier sur eux-mêmes. Quand la concentration réussit à s’instaurer, elle n’a pas l’occasion de se développer à cause des interruptions constantes des enseignants et des sonneries de l’école. Leurs difficultés pour l’abstraction (symptôme du syndrome) n’est pas dûment reconnue ; non seulement le système scolaire ne leur offre aucune opportunité de manipulation concrète des concepts, mais en plus il attend d’eux qu’ils réussissent dans des matières telles que l’algèbre, et les pénalise avec des mauvaises notes parce qu’ils n’ont pas retenu tout le contenu du programme.

John :
On observe chez les personnes atteintes du syndrome d’Aspenger des caractéristiques qui se considéraient traditionnellement comme un déficit ou un symptôme. Elles manifestent, par exemple, une grande difficulté à s’adapter au moindre changement dans leurs habitudes. La fixation des centres d’intérêt et les patrons répétitifs peuvent se considérer comme étant obsessifs. Elles éprouvent des difficultés aussi avec les diverses formes de communication non-verbales ; par exemple, le contact visuel ou les expressions faciales. Alors qu’il y a un développement du langage, on observe chez ces personnes des difficultés avec les « pragmaties » de la communication. La maladresse est également une caractéristique fréquente. Souvent, ces enfants sont décrits comme ayant un déficit de l’attention. La socialisation représente un vrai défi pour eux ; leur difficulté dans ce domaine est un des symptômes-clé de leur maladie.

Monica :
Le docteur Erhart vient de vous décrire la manière dont une personne atteinte du syndrome d’Aspenger de manifester les « Tendances de l’homme », pour l’ordre, la précision, la communication, le langage, la coordination motrice, la concentration, la socialisation et l’abstraction. Regardons plus en détail ce qui se passe avec la tendance pour l’ordre.  Ceux d’entre nous, ayant étudié Montessori, comprenons la tendance humaine pour l’ordre et savons que si un enfant ne trouve pas d’obstacles majeurs à son développement, il aura passé sa période sensible pour l’ordre avant ses six ans. Cependant, dans ce cas, il y a un obstacle majeur: le syndrome d’Aspenger. L’adolescent est encore très dépendant d’un ordre extrême autour de lui, dans son ambiance. Mais nous, nous voyons ceci comme une force, un outil ; il l’utilise pour faire face au monde qui, pour lui, est encore « chaotique ». Pour nous tous, l’ordre est une tendance naturelle qui nous sert de point de référence à partir duquel nous pouvons explorer. Il nous donne le sentiment d’être en sécurité et il nous réconforte. Il nous aide à être efficace. Nous savons que pour l’enfant sensible à l’ordre, un environnement externe ordonné est nécessaire pour la construction de soi (l’enfant construit son intellect) et l’ordre interne lui permettra de relevés les nouveaux défis. Ainsi, dans l’application des principes Montessori au programme CaSS nous apportons de l’ordre dans l’ambiance. Nous utilisons cette tendance naturelle comme une « force ». Nous savons qu’elle sert d’outil pour s’orienter, et nous aidons l’enfant à s’en servir comme base à partir de laquelle il pourra explorer et tenter de contrôler ses nouvelles expériences.

John :
En reprenant cette force que représente cette caractéristique particulière au Syndrome d’Aspenger, les interventions recommandées incluent l’impératif de pourvoir un ordre très poussé dans l’ambiance des enfants. Plutôt qu’identifier ce trait comme une déficience, de chercher à la contrôler et de l’éliminer, la tendance s’utilise comme un outil. Nous recommandons la cohérence entre la compréhension et les approches à la maison et à l’école. Nous conseillons que l’ambiance soit nette, ordonnée et attrayante. Par exemple, nous suggérons que l’enfant apporte quelques objets personnels de chez lui ; des possessions « clé » qui l’aideraient à se sentir plus à l’aise dans l’environnement scolaire. Tout changement serait introduit seul, en tenant compte des besoins des enfants.

Monica :
Quand nous présentons notre approche, nous insistons sur le besoin de focaliser : 1) l’enfant, 2) le rôle des adultes, et 3) l’ambiance préparée. C’est ainsi que nous le conceptualisons, que nous le concevons et que nous le mettons à effet.

John :
Le premier pas est de comprendre l’enfant, ses situations, ses forces et ses besoins. Nous recommandons que le rapport sur l’enfant inclue des évaluations, psychologique, psychiatrique et neuropsychiatrique. Une évaluation complète du fonctionnement de la famille est importante. Le deuxième pas doit être de prendre en considération le nombre d’adultes dans la vie de l’enfant : à la maison, à l’école et dans sa communauté. La préparation du rôle des adultes est fondamentale et implique les enseignants, les assistants, les parents et même les frères et soeurs. La formation et l’accompagnement des parents commenceront six semaines avant le début de l’année scolaire. La formation continue, pour le personnel de l’école, et les réunions de parents prévues tout au long de l’année seront dès lors établies. Chaque enfant recevra la « bienvenue », et l’ambiance reflètera les besoins du groupe d’enfants.

Monica :
Dans chacune de nos considérations pour les Programmes d’Intervention Montessori nous observerons chaque enfant et nous apprendrons sur lui, de manière à pouvoir comprendre ses besoins individuels et découvrir ainsi ce que nous devons faire pour aider les adultes qui l’entourent à le guider dans son développement, une seule difficulté à la fois.

Traduction : Lynn Teale Faure
Association Montessori Internationale

The Absorbent Mind and the Sensitive Periods; the Stages of Development and the Human Tendencies; the Child as the Teacher, the Adult as a Guide, and Education as an Aid to Life: all are recognized as some of the most basic principles applied in the Montessori prepared environment. When we hear the word “Montessori” most of us think of such things as the pink tower, the perfectly prepared practical life exercises, the ellipse (for walking on the line), and golden bead materials. We are so quick to equate “Montessori” with THE prepared environment. In reality, Montessori developmental principles are true of every child, at all times, no matter what environment he is in. Dr. Montessori’s own work, which was not confined to a particular space, materials, or to children working only with a trained teacher, should give us inspiration for expanding our horizons.

As Montessori educators, we have not just our ability to prepare our Montessori environments and devote our lives to what we believe to be the best educational approach in the world, but also wonderful “secrets” about children that the general public can apply in their own work with children. It does not take a great deal of effort to help others understand, for example, the manifestations of sensitive periods, or the characteristics of the stages of development. By working with other professionals, those trained in Montessori can help others learn to observe children through “Montessori eyes” and respond to their needs more effectively.

Such is the mission of The Montessori Intervention Programs (MIP), a not-for-profit organization founded by myself, an alum of the Maria Montessori Training Organization, and Dr. John Erhart, physician and child psychiatrist. The MIP consultants appreciate and apply the Montessori philosophy of responding to individuals according to the natural laws of human development. Montessori principles and practices are applied as indicated by the needs of each individual in the particular circumstances presented by the organization that has requested help. An example of our work is our Prelude to Inclusion approach for children with Autism Spectrum Disorders.

Asperger Syndrome (AS) is a pervasive developmental disorder with many aspects of autism. Those who have AS have difficulties in social interaction: children are sometimes described as being “loners”. There are restrictive and repetitive patterns of interest, behaviors and activities: children are perceived as “odd”. There are difficulties with language pragmatics: they are extremely literal, to the point of failing to communicate effectively. A strong need for order exists: they cannot comfortably tolerate changes and transitions. There is poor motor coordination, with clumsy, difficult writing skills. They have difficulty with abstract concepts, which creates problems with learning.

In response to the request for assistance with a group of adolescents with AS, we became consultants to the Board of Cooperative Education Services (BOCES), an organization in New York State for educating children who have special needs. Our first step was to learn about the children and understand the effects of Asperger Syndrome on their development and their spirit. We met the children and parents individually, spoke with the teachers and specialists in Autism, and conferred with the staff identified for the new program. We sought to learn and appreciate how the various aspects of Asperger Syndrome had manifested for each child. We then considered the adults, both family and teaching staff. Months before the start of the school year, meetings were held to understand how adults viewed these children and how they defined their role in working with them.

Dr. Erhart and I met with each family, learning about each of the children, hearing what the family has experienced, and assessing the traditional school setting. We sought to better understand how these had affected the children. We were able to identify their strengths and interests, as well as learn about the family and school systems.

Some of the stories from family members indicated many adults seemed to lack an understanding of developmental principles. For example, in response to the extreme need for order, adults would disregard this need. They felt that forcing unexplained and unplanned changes to the students’ routine would be a solution for the “problem” behavior. It was an “He needs to get over it” attitude. Social skill development was attempted via “lessons” which were usually 30-minute planned meetings that did not promote practical or efficient applications for the child. There were essentially no opportunities for spontaneous social skill development, in the moment. Restrictive patterns of interest were seen as pathologic, rather than as a tool in the child’s interaction with the environment and subsequent motivation. A heightened need for sensorial stimulation was also seen as pathologic, whereas Montessori understood it as a key to future abstraction. The adults did not appreciate the child’s difficulties with language pragmatics. The children were active and some were “clumsy”. There was an expectation that they should sit still, stay in their place and not move. An active child would often be reminded to stop moving and slow down, despite the activity not really interfering with his functioning overall.

We determined that these particular children were, in some ways, still manifesting characteristics of the first plane of development. They show an extreme need for order, a heightened need for sensorial stimulation; language is taken literally, nuances and innuendoes are not understood; motor coordination is not fully developed, and they have difficulty in sitting still, actually having a need for much movement. Children with AS find it difficult to understand abstract concepts, are unable to act appropriately in social situations; they will work beside, but not with, another person. Imitation of others and high attentiveness to minute details are also exhibited.

With a clear task at hand, the formation of a consultation team was recommended. In addition to Dr. Erhart (the Psychiatrist) and myself (the Educateurs sans Frontières), the team for CaSS included autism specialists, social workers, and a psychologist. Family participation and input was also actively sought. A program was then created that would respond to each child’s needs. The BOCES organization adopted the proposal and named it the “Communication and Social Skills” (CaSS) program. We suggested a core mission statement which would be the unifying theme in applying fundamental Montessori principles for this group of children with AS: The Mission of the CaSS Program for the children with Asperger’s Syndrome is to honor the unique individuality of the child, and assist him in his self construction via a responsive environment, with the child as the “teacher” and the adult as his guide.

The adults were taught about the illness, and its unique manifestation in each child. The teachers and other staff were taught to act as guides. The environment was modified to be more welcoming, and to give the children a sense of order from which to explore. A cleanly and neat classroom was recommended. Special care was taken to help each child learn about himself, the impact of AS in his life and his important role in his school, family and community. Family meetings were ongoing throughout the school year.

The initial response from the children was positive and occurred within the first six weeks. The children appeared more relaxed. They formed friendships, some for the first time. They were actually happy: an extraordinary, joyous surprise for the parents. The children began to make decisions and try new things for the first time. They began to have the curiosity to explore, asked to visit another class, and invited another class over for lunch. Children with very restrictive dietary interests explored new foods. They have an enhanced sense of self. Some children, previously reclusive, enthusiastically planned school day trips based on interest. Behavioral medications were decreased: in one case, medications were discontinued. Problems such as bedwetting and aggression ceased. Parents became more relaxed and happy as well. Socialization and participation in activities outside school became common.

What the BOCES organization was ready for, and what we implemented the first year, were some of the most basic Montessori principles. I believe that there is much that every adult who is involved with children can learn from Montessori. These are things that can change a child’s life dramatically. In this case, we offered a view of children with AS from a Montessori perspective. We made preliminary suggestions that we thought would be accepted by the other professionals involved, and could be implemented immediately. No Montessori trained teacher was in the classroom, not one piece of specially prepared material existed; children were taught through the standard educational system. The primary, driving change was in the understanding of the child from his perspective, and the defining of the role of the adult.

Believing that the answer lies within the child, respecting the uniqueness of each individual, and responding to his/her immediate and most urgent needs were ideas that helped create a safe environment where children developed a greater sense of themselves and felt free to be who they are. Since Montessori principles are based upon what naturally occurs in every developing person, they can be understood and practiced in all types of environments by any adults who are aware of them. We, the Montessori community, need to share our “secret.”