At Washington Montessori School we are committed to providing a supportive learning environment.
The Montessori Method creates a learning environment uniquely suited to accommodate a wide range of learning styles and developmental phases. This has been true from its beginnings, as the approach is derived, in part, from Dr. Montessori’s work with children marginalized by traditional educational systems because of their socioeconomic status or disabilities. In a Montessori School, Children are empowered to learn academic, social, emotional, and behavioral skills at their own pace without feeling the pressures of comparison or competition. Because the Montessori Method emphasizes self-directed, experiential learning, it naturally accommodates all types of learners, whether they thrive through visual, auditory, or tactile experiences. This methodology ensures that all children, regardless of their learning preferences, are supported, extended, and able to engage with content in a meaningful way.
For this reason, Montessori classrooms work for a wide range of children – those who excel in particular areas and need accelerated lessons, those who are moving at an expected pace, and those who benefit from extra support. While a Montessori classroom is not a traditional special education classroom, it is a space where differentiation and working at one’s own pace is the norm, not the exception.
That said, with significant forward strides in cognitive neuroscience we also recognize that some students benefit from additional support outside of the classroom. In those cases, we call on our skilled Student Services Team.
A classroom with diverse learners benefits all learners.
American Montessori Society
About Student Services
The Student Services Team (SST) — made up of learning specialists, a school counselor, administrators, and outside providers — works closely with families and faculty to support students in academic areas as well as social-emotional learning, communication skills, and executive functioning such as organization and self-regulation.
When a child struggles or does not seem to be making progress in a particular area, SST works with faculty to address concerns and facilitate progress. SST also frequently consults with parents to provide helpful information, recommendations, and any necessary referrals. Using this proactive, collaborative approach, SST finds ways to help each child remain engaged and experience a sense of agency, enthusiasm, and accomplishment while learning, developing, and growing.