Breaking the Chains: Montessori and the Fight for Educational Justice

ArticleSubmitted by Uma Ramani
Written By Montessori Institute of North Texas

By Shannon Manley, MEd
New England College Journal of Applied Educational Research, Volume 6, Number 1, June 2026

In this peer-reviewed article, MINT alum Shannon Manley examines the Montessori approach as a possible framework for inclusive education, particularly for children with disabilities. Drawing on developmental, philosophical, and empirical research, she considers how autonomy, purposeful activity, sensory-rich materials, and the prepared environment can support cognitive, social-emotional, and physical development.

The article also addresses the challenges that can prevent this potential from being fully realized, including gaps in teacher preparation, specialized training, and fidelity of implementation. Manley calls for stronger professional learning and closer attention to how educators understand and enact inclusion in their daily work.

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Recommended by Uma Ramani, MINT 3–6 Trainer and Pedagogical Director

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Montessori Institute of North Texas
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