Supporting Self-Regulation in Montessori Students: Actionable Strategies from an OT Perspective slides

1.5 CPDs, Run Time: 54:20

Children may show signs of learning differences at a young age, often before formal schooling begins. Delayed language development, difficulty rhyming, trouble following directions, or frustration with basic tasks can all be indicators. When these signs are identified early, we have an invaluable window to intervene and provide targeted support that fosters resilience, skills, and confidence, and significantly improve long-term outcomes.
With 31 years of experience working with children with learning differences, Amy Cushner specializes in Montessori Applied to Children at Risk (MACAR). She is an internationally recognized speaker, presenting at prestigious conferences such as the American Montessori Society (AMS) Annual Conference, the International Dyslexia Association (IDA) Conference, and CHADD. She has also led Montessori training programs in Canada, China, and across the U.S.
Dr. Joyce PIckering is Executive Director Emeritus of Shelton School in Dallas, TX. Joyce was the 2013 Living Legacy Recipient for American Montessori Society (AMS) as well as a former President of AMS Board of Directors. MACTE (Montessori Accreditation Council for Teacher Education) awarded the Wisdom of the Elders award to Joyce in 2015. She is also an adjunct professor at Dallas Baptist University, a clinical assistant professor at The University of Texas Southwestern Medical Center, and member for accreditation of IMSLEC programs.