Volume 15

PERCEIVED IMPACT OF MONTESSORI LANGUAGE MATERIALS ON LANGUAGE ACHIEVEMENT OF CHILDREN WITH SPEECH DIFFICULTIES IN SOME SELECTED SPECIAL SCHOOLS IN LAGOS STATE

ALOZIEUWA, Ijeoma Stephanie & OMOTUYOLE, Christy Owolemi Ph.D

Abstract

This research assessed the perceived impact of Montessori language materials on the language achievement of children with speech difficulties in Lagos State. Two research questions guided the study. A descriptive survey research design was employed for this study. The sample comprised two hundred teachers who were selected using a purposive sampling technique. A self-designed instrument titled "Questionnaire on the Impact of Montessori Language Materials on the Language Achievement of Children with Speech Difficulties" (QMLMLACSD) was used to collect data for the study. Thereafter, they were analysed using descriptive and inferential statistics. The result showed that the teachers' perception of the impact of using Montessori Language Materials in improving the language achievement of children with speech difficulties in selected special needs schools in Lagos State is positive, and the extent to which teachers use Montessori Language Materials in teaching children with speech difficulties in selected special needs schools in Lagos State is low. It was concluded that the teachers in selected special needs schools in Lagos State had an appreciable perception of the impact of Montessori Language Materials on improving the language achievement of children with speech difficulties, with a low level of implementation of the materials due to challenges such as limited resources, inadequate training, and insufficient administrative support. Hence, it was recommended that school administrators should encourage continuous professional development programs focused on the Montessori method for language instruction. Regular workshops and training sessions on using Montessori Language Materials effectively should be organised to ensure teachers are equipped with the skills and confidence needed
to implement these tools. Such training sessions should be facilitated by Montessori experts in leading Nigerian universities that have Montessori courses.

Keywords

Achievement; Children with Speech Difficulties; Impact of Montessori Language Materials

Full Text

Download

References

Adediran, M., & Kolawole, A. (2020). The role of teachers in managing emotional and behavioral disorders in inclusive classrooms. Journal of Special Education and Rehabilitation, 14(2), 105-117.
Adegoke, A., & Adebayo, B. (2017). Enhancing language fluency and communication skills in children with
speech difficulties through Montessori Language Materials. [Conference presentation or report,
depending on the publication format]. Nigerian Educational Research and Development Council.
Adekunle, T. (2021). Supporting children with emotional and behavioral challenges in Nigerian schools.
Nigerian Journal of Educational Psychology, 18(3), 75-88.
Adeniji, O. (2019). Improving phonological awareness and speech intelligibility in children with speech
Journal of Early Childhood Education of Nigeria (JECAN) Vol. 15 2026 34 difficulties: A Montessori Language Materials Intervention. [Dissertation or thesis, depending on the academic level]. University of Ibadan, Nigeria.
Adeyemi, S. O. (2021). The role of Montessori language materials in supporting speech development: teachers' insights. International Journal of Early Childhood Education and Care, 9(1), 23-39.
Adeyinka, T. (2020). Special needs education in Nigeria: Historical perspectives and future directions.
Amadi, U., & Okechukwu, T. (2020). Enhancing phonemic awareness through tactile learning materials.
Journal of Early Childhood Literacy, 6(1), 23-34.
Angeline, S. L. (2017). Montessori: The science behind the genius. New York, NY: Oxford University Press.
Federal Government of Nigeria (2013). National Policy on Education, Lagos Press, Nigeria
Ibrahim, T. Y. (2022). Assessing the impact of Montessori language materials on the speech development of children with special needs: Teachers' Perspectives. African Journal of Special Education, 4(1), 101-
115.
Kolawole, O. (2018). The impact of Montessori language materials on the language achievement of children with speech difficulties. [Unpublished master's thesis]. University of Lagos, Nigeria.
Maria Montessori. (1912). The Montessori Method. New York, NY: Frederick A. Stokes Company.
Nwankwo, R. C. (2022). Identifying challenges faced by teachers in implementing Montessori language
materials for children with speech difficulties.
Obaka (2017). Education of people with special needs. Retrieved from
hps://icss.nileuniversity.edu.ng/wp-content/uploads/sites/37/2019/03/ICSS2017_POL.pdf
Ojo, A. A. (2020). Exploring teachers' perspectives on the effectiveness of Montessori language materials in
enhancing language skills among children with speech impairments. Journal of Special Education
Research, 5(2), 45-58.
Olayinka, O. A. (2019). "Assessment of speech and language disorders among school-age children in Nigeria.
Olowu, A. I. (2021). Barriers to the effective utilization of Montessori language materials in special needs
Education.
Salami, F., & Adekola, O. (2021). Integrating Montessori language materials into speech therapy: A pathway to enhancing language development in children with speech difficulties.
Sharon, V. & Sylvia, L., (2003). What is special about special education for students with learning disabilities? The Journal of Special Education, 37(3). 140–147
Shuqing, Li., & Yuetong, Mao. (2022). Advantages and disadvantages of special needs children in regular
classrooms. Advances in Social Science, Education, and Humanities Research, 834-839.