Recap | Exploring Neurodiversity in Montessori

On April 8, 2025, Greene Towne Montessori School (GTMS) welcomed parents, educators, and child development professionals for a thoughtful and deeply informative two-hour workshop aimed at empowering families and teachers with a better understanding of neurodivergent learners and how Montessori education can support their growth. The conversation was rich with clinical insight, personal storytelling, and a collaborative spirit. Topics ranged from diagnostic myths and classroom challenges to early intervention resources and parent advocacy.

Understanding the Spectrum: Autism and ADHD Insights
Dr. Emily Wassmer, a developmental and behavioral pediatrician at Children’s Hospital of Philadelphia (CHOP), began the evening by debunking common myths about autism and ADHD. Autism is best understood as a spectrum, but “that doesn’t mean that people are ‘more autistic’ or ‘less autistic’—every autistic person has a unique set of strengths and challenges,” she explained. Despite the commonalities, Dr. Wassmer emphasized the uniqueness of every child, summing it up this way: “If you’ve met one person with autism, you’ve met one person with autism.”

She stressed that autism doesn’t mean a child will have cognitive impairments or speech delays. While speech delays are commonly seen, they can be also be associated with other concerns like anxiety. “You can absolutely be socially motivated, but then just don’t know how to do the social things.” Using herself as an example, Dr. Wassmer emphasized that autistic persons can be both autistic and successful.

Dr. Wassmer also addressed gender disparities in ADHD diagnoses: “Girls often present with inattentive symptoms later in childhood, whereas boys show hyperactivity earlier. This leads to many girls being underdiagnosed.” One of her core messages was the importance of routine and predictability: “Neurodivergent people also thrive on routines, so predictability helps to calm your conscious mind.”

Montessori in Motion: Adapting Environments for Every Child
The second portion of the workshop featured Carrie Lang, Director of Montessori Graduate Education at Loyola University Maryland, and Emily Bittner, Montessori Director at GTMS. Together, they explored how Montessori principles intersect with the learning needs of neurodivergent students. “The Montessori classroom is intentionally busy and sensory-rich,” Lang noted. “That can be empowering for some children but overwhelming for others. We need to be flexible in how we guide each child.”

Lang emphasized that Montessori’s respect for individualized learning aligns naturally with neurodiverse needs: “When we let children lead, we honor their learning style, whether they are verbal, kinesthetic, or sensory-driven.” Bittner outlined GTMS’s team-based support process, which begins with teacher observations and includes consultations with psychologists and the family. “Observation is key,” she said. “It helps us understand what a child needs, not just what they’re doing.”

Lived Experience: A Parent’s Perspective
One of the most powerful moments came from Coral Edwards, a GTMS parent and evidence-based coach, who shared her journey parenting a neurodivergent child. “There’s a lot of guilt,” she admitted. “You ask yourself, why didn’t I see it earlier?” But the truth is, the signs are often subtle or masked. Coral’s message: “Parenting is hard in general. It’s really freaking hard parenting today when there’s Instagram and Facebook.” Social media doesn’t make it any easier.

Coral credited GTMS for creating a safe, consistent environment where her child could thrive. The experiences she bravely shared with the group truly demonstrated that “It takes a village.” Building the right support group for your child—therapists, teachers, other parents—makes all the difference.

She urged parents to trust their instincts and intuition: “Even though you are not an expert… you know your child best,” she concludes. “If your gut is not in line, just listen to that and make space to reflect on why.”

Early Intervention and Navigating Services
Samantha Rosthauser, Director of Community & Family Engagement at Elwyn Early Learning Services provided an overview of Pennsylvania’s public early intervention system, which includes behavioral health and developmental support services. She emphasized the importance of collaboration between educational and medical professionals, with a focus on understanding and supporting the child’s individualized needs.

The discussion included the importance of timely intervention and the need for a team approach to support the child and family. Rosthauser explained the eligibility criteria and assessment process for early intervention services, and highlighted helpful community resources available to parents. “Services through Elwyn are free to families and can be life-changing,” she said. “But navigating them can be daunting. That’s why collaboration between educators, doctors, and families is so important.” Rosthauser encouraged parents to seek evaluations early and ask questions: “You are your child’s best advocate. And support doesn’t stop at diagnosis—it’s an ongoing journey.”

Broadening the Conversation: Challenges, Advocacy, and Hope
During the Q&A session, parents and educators discussed topics such as “masking” (when children behave differently at school than at home), struggles with pediatricians who may not fully understand neurodiversity, and the differences between public and private services. One parent shared, “If your pediatrician isn’t listening, it’s okay to switch. Find someone who respects your observations and can guide you forward.” Another parent offered encouragement: “Be persistent. Explore multiple opinions. Sometimes private evaluations are helpful—even if just to unlock the right services.”

Key Takeaways
From the experts and families alike, three core messages emerged:

1. Celebrate differences – Neurodivergence is not something to fix, but to understand and embrace. Every child is unique.
2. Work as a team – Schools, parents, therapists, and doctors must collaborate to support the whole child. Montessori may not be the solution for every child, but is committed to nurturing the unique abilities of every child.
3. Advocate and adapt – Every child deserves an education that honors their unique way of learning. Parents know their children best, and resources are available to help. We’re not just talking about kids with diagnoses. We’re talking about kids with unique gifts, who need people willing to see them clearly.

What’s Next?
The GTMS Parent Education Committee closed the evening by thanking the panel and audience and announcing plans for future sessions based on parent feedback. Resources from the workshop are available online and parents are invited to share their experiences and resources at future events and in the Shared Shelf lounge as well. The Parent Education Committee plans to open the parent lounge at 2121 Arch Street for interested parents to meet and share their experiences on a weekly basis after morning drop-off. Keep an eye on the bulletin for details.