Transforming Montessori Classrooms with 3 Effective Inclusive Practices

Montessori education is inherently grounded in principles of inclusivity, emphasizing individualized learning, independence, and respect for the whole child. However, contemporary research highlights that traditional Montessori training does not always provide sufficient strategies for effectively supporting students with diverse abilities, disabilities, and cultural backgrounds (Long & Ferranti, 2022). In response, this inclusivity plan outlines three intentional and actionable strategies designed to support diverse learners while strengthening equitable access and participation for all students.

1. Utilize a Strong Social-Emotional Learning Program 

Social-emotional learning (SEL) is a foundational component of early childhood education, supporting the development of positive peer relationships, emotional awareness, and essential skills for lifelong learning (Aksoy & Gresham, 2024). Effective SEL programs provide structured opportunities for students to practice these competencies while equipping them with strategies to navigate conflict and interpersonal challenges. Conscious Discipline, developed by Becky Bailey, is a particularly well-aligned approach within Montessori environments, as it emphasizes modeling appropriate behavior, integrating breathing techniques and movement to support self-regulation, and utilizing stories, visuals, and interactive tools to reinforce positive behaviors. Research indicates that preschool-aged learners benefit most from SEL frameworks that are concrete, repetitive, and intentionally designed to foster relationships beyond the family unit (Aksoy & Gresham, 2024).

A key strength of the Conscious Discipline approach is its capacity to help children recognize and articulate their emotions, engage in respectful communication with peers, and collaboratively resolve conflicts. This not only strengthens individual emotional competence but also contributes to the development of a supportive and empathetic classroom community. The following is a scenario that occurred within my classroom where Conscious Discipline methods were applied:

During the morning work cycle, a student, Carson* (name changed for privacy), had been actively trying to get Alia*'s attention to observe the number writing he had just completed. As Alia was focused on her work, she ignored Carson's continuous requests, and Carson then began coloring on Alia's work. Alia then got very upset and proceeded to yell and stomp her feet at Carson. I observed the encounter, walked over, and got down to their level. I calmly stated, "Alia, I can see that you're upset because your eyebrows are scrunched up and you are raising your voice. Can you tell me what happened?" Alia then confirmed what I observed and shared that she was sad because she had been working hard on her paper. I then turned to Carson and said, "I saw that you were trying to show Alia your work, and she was not paying attention to you. Did that frustrate you?" Carson stated that he was sad that Alia wouldn't look at his work, and that is why he colored on her picture. I told Alia, "Please tell Carson, I did not like it when you colored on my work. Next time, can you put your hand on my shoulder?" Alia repeated the language I modeled/provided for her, and I then said, "Carson, can you tell Alia that next time you want to talk to her or share something that you will put your hand on her shoulder?"  

Actionable Steps for Teachers: 

• Refer to school leaders to determine what social-emotional program will work for the school. 

• Use social-emotional stories during circle time or in small group lessons (Problem Solvers Story (Lentini et al., 2021)), and then continue to model appropriate language and skills during moments of conflict amongst students.  

• Provide the language framework to parents during orientation and continuously update as necessary. 

Actionable Steps for Parents: 

• If not already communicated to you, ask teachers or school administrators for information on the social-emotional program utilized within the school. 

• Explore Becky Bailey's book, "Easy to Love, Difficult to Discipline" for an overview of Conscious Discipline practices within the home environment. 

2. Foster Collaborative and Supportive Relationships  

Collaboration is an integral part of creating an inclusive and positive environment for students with diverse learning needs. Kunwar & Adhikari (2023) emphasize the importance of collaborative relationships amongst educators, families, and the community in supporting students with disabilities.   

Partnerships with Educators

In the work environment, it is important for educators to feel supported and part of a team that emphasizes collaborative approaches and aligns with the overarching values and goals of the school. From my experience, when there is a lack of communication and teamwork, the morale of the school suffers, and the teachers feel isolated. The field of education is a demanding and rewarding career that requires a unified effort to ensure that the needs of every student are being met. Partnerships with educators can form by following the provided suggestions:  

• Create opportunities for sessions in which instructional strategies, interventions and accommodations can be discussed amongst teachers across various disciplines (special education, Montessori guides, support staff). 

• During collaborative meeting sessions, educators can share resources and explore alternative methods and strategies to support their students and each other (Kunwar & Adhikari, 2023).   

Partnerships with Families 

Positive relationships between educators and parents ensure that each student’s individual needs are met, both within the school and at home. To develop trust and form these collaborative partnerships, educators must be consistent in their communication and create opportunities for parents to be involved and informed about the methods, materials, and strategies implemented in the classroom (Adams et al., 2019). The following examples are the methods I have used to garner trust and respect amongst the families within my community. 

• Share information about the methods and strategies used within the classroom, modifications made to the curriculum, and accommodation tools. 

• Create a Google Classroom or other platform for families to be updated frequently on curriculum/lessons with links to specific resources or tools.  

• Discuss goals and identify challenges that impact home life through weekly check-ins. 

• At the beginning of the school year, host individual meetings with new families to identify the best form of communication and provide the details for any apps or platforms that are used to relay information. 

3. Develop an Empowering Classroom through the Implementation of Accommodations  

Classroom tools and accommodations foster an inclusive learning environment and encourage students to develop empathy and an understanding of the unique ways that others can learn (Ravindra Kumar Kushwaha et al., 2024). The following tools can support students with autism spectrum disorder (ASD) and attention-deficit hyperactivity disorder (ADHD), as well as the general student body.  

Timers: 

This strategy, introduced through collaboration with an occupational therapist supporting a student with ADHD, involves the intentional use of visual timers to enhance focus, independence, and self-regulation. Visual timers provide a concrete representation of time, reducing anxiety around transitions while fostering a sense of predictability, accountability, and confidence in task completion. In practice, this approach structures work periods into manageable intervals, followed by purposeful “brain breaks” that allow students to reset before re-engaging.

For example, a student engaged in an extended writing or cultural activity may begin to feel overwhelmed; rather than discontinuing the task entirely, the use of a sand timer establishes a clear expectation—work until the timer concludes, followed by an equal period of engagement in a preferred, calming activity such as using a yoga mat, interacting with sensory materials, or reading independently. This process is initially modeled alongside the student to reinforce understanding and consistency, gradually promoting independence over time. By breaking larger tasks into attainable segments, this strategy not only sustains engagement but also empowers students to navigate challenges with increased resilience, ultimately supporting diverse learning needs within an inclusive classroom environment.

Visual Activity Schedules 

Visual activity schedules are an effective and research-supported tool for supporting diverse learners, particularly students with autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD), and preschool-aged children. These schedules provide a clear visual representation of daily routines, helping students anticipate transitions and engage more independently throughout the school day. They can be individualized to reflect specific lessons or materials available to each student, which is especially valuable in a Montessori environment where multiple choices are presented simultaneously. By narrowing and structuring options, visual schedules reduce overwhelm and support sustained engagement. Additionally, these tools can be extended into the home, allowing families to reinforce consistency and positive behaviors across environments. Research by Thomas and Karuppali (2022) demonstrates that visual activity schedules significantly reduce delays in initiating tasks, minimize behavioral challenges during transitions, and promote the development and maintenance of social skills, making them a critical component of an inclusive classroom. 

• Visual Activity Schedule Creator 

Actionable Steps for School Leaders 

Educational administrators, directors, and leaders contribute to the school’s overall functioning. It is their responsibility to set the tone, model their expectations, and ensure that inclusivity extends to every stakeholder within the school community. To establish a high proficiency, inclusive culture, school leaders should exhibit and implement the following (Williams et al., 2020): 

• Support teachers in receiving professional development on disorders that are prevalent in the school community. 

• Align the expectations and evaluations to meet the needs of students with disorders. 

• Allocate resources for materials, training and adequate staffing. 

• Be open and flexible with how the classroom is set up to meet student's needs. 

• Provide assistance and feedback regularly or refer to outside experts. 

• Value the work of the special education instructors and utilize their resources. 

• Look for opportunities to integrate special education within the community. 

• In my future role as an educational leader, I intend to form a partnership with local agencies, hold informative meetings for educators and families, and ensure that I follow the guidelines set above.   

Connection to Commitments in Education 

This inclusivity plan directly aligns with my commitment to fostering an equitable, collaborative, and student-centered learning environment. My commitment emphasizes the importance of honoring the individuality of each learner, building meaningful partnerships within the school community, and utilizing diverse instructional approaches to ensure access and success for all students. 

The integration of social-emotional learning reflects my belief in supporting the whole child and cultivating a respectful, empathetic classroom culture. The emphasis on collaboration aligns with my commitment to shared responsibility and inclusive partnerships with families and educators. Finally, the implementation of accommodations and adaptive tools demonstrates my dedication to equity in practice, ensuring that all students—regardless of background, ability, or learning style—are provided with the support necessary to thrive. 

Together, these strategies represent a comprehensive and actionable approach to inclusivity, grounded in both Montessori philosophy and current research. They reflect my ongoing commitment to continuous growth, reflective practice, and the advancement of inclusive education within the Montessori field. 

Annotated Bibliography