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the no.1 media on Dys disorders
The Montessori method attracts many parents of dys children, drawn by its sensory approach, its respect for each child’s pace and its kindness. But is it suited to a child with dysorthography? Here are its strengths, its limits, and how to draw inspiration from it, even without changing school. An inspiring educational approach, to be considered with nuance.
The Montessori method is based on the child’s autonomy, respect for their pace and learning through handling. The child chooses their activities in a prepared environment, with specific materials. This setting respects each child’s pace.
For writing, it uses, for example, rough-textured letters that the child touches while pronouncing the sound, or a movable alphabet to compose words before knowing how to trace them. This material is very concrete.
This sensory and progressive approach may seem well suited to children who learn differently. This approach appeals to many parents.
The multisensory approach of Montessori echoes certain methods used in rehabilitation: associating sound, sight and touch strengthens memorisation. These sensory links help with retention.
Respecting the child’s pace avoids pressure and comparisons, which are often difficult for a dys child. They can progress at their own pace, without being judged. This pace protects their confidence.
A caring atmosphere and the absence of marks can also protect their confidence. Kindness matters greatly. See learning differently.
The Montessori method was not designed specifically for dys disorders, and its effectiveness for dysorthography has not been scientifically demonstrated. The evidence is lacking.
A child with dysorthography needs explicit, targeted work on their difficulties. The autonomy given to the child may sometimes lead them to avoid activities that pose a problem. Targeted work remains necessary.
Above all, Montessori does not replace speech and language therapy. Therapy remains essential. See speech and language therapy.
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Montessori schools are often private schools outside the state contract, with a sometimes high cost. Quality varies greatly from one school to another, and the name Montessori is not protected. The cost can be high.
If you are considering a Montessori school, find out about the training of the educators, their experience with dys children, and how they work with speech and language therapists. The training of educators matters.
Also check the possibilities for putting in place reasonable adjustments and preparation for exams. Make sure you find out properly. See dysorthography and private school.
Without changing school, you can draw on certain Montessori principles at home. Rough or raised letters, the movable alphabet and handling activities are easy to reproduce. These activities are simple.
Letting your child compose words with movable letters, before writing them, can help them focus on spelling without the constraint of the hand movement. They concentrate on what is essential.
Respecting their pace and avoiding pressure are also valuable principles. The child’s pace matters. See learning words with colours.
The ideal is often to combine: schooling, Montessori or conventional, with adjustments, speech and language therapy, and multisensory activities at home. The combination is often ideal.
Talk to the speech and language therapist, who can tell you which activities are most useful for your child. They will know how to guide you.
Every child is unique: what works for one does not necessarily work for another. Every child is unique.
Whatever the educational approach, what matters for a child with dysorthography is to be understood, supported and valued. Being understood is essential.
A caring conventional school, with good adjustments, can be just as beneficial as a Montessori school. The setting matters less than the support.
Make the choice that suits your child and your family. Trust your judgement. See how to help a child with dysorthography.
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Its multisensory and caring approach can help, but its effectiveness for dysorthography has not been demonstrated. It does not replace therapy. It does not replace therapy.
Yes, certain activities such as rough letters or the movable alphabet are easy to reproduce and useful. These activities are easy to set up.
Not necessarily. A conventional school with good adjustments can be just as beneficial. Support matters above all.
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