Special Needs & Learning Differences

Hi there! This question might be asked before. I have a student who injured his RH thumb and the whole RH is on a cast. I told the parent to have the student continue to play with his LH to keep the songs alive. He…

• Last updated 5 months ago
• broken arm, broken bones, injured fingers, injuries, injury

I have a private student break his left arm. I need ideas for how to engage him for the next 6 weeks. He is just starting level 5. He is reading music and came from a traditional background. He is almost done with RR. I…

• Last updated 10 months ago
• audio, audio materials, audio recording, Audio recordings, audio SHMs, backing tracks, BH, both hands, broken arm, broken bones, duet, duets, duets with students, hands together, imagination, imagine, improv, improvisation, improvising, injured fingers, injuries, injury, left hand, LH, medical, play along, play SH along with audio, play SH with audio, playing along with audio, playing with audio tracks, practice SH along with audio, practice SH with audio, RH, right hand, separate hands, SH, trouble with hands together, using audio recordings, using audio tracks, visualize, visualize practice

I have an elderly student who can’t bend fingers 3 and 4 in his RH. We are adjusting songs accordingly. For Alma Mater Blues 3rd Section CAGE chord I, what would you suggest? C G E – fingers 5, 2, 1 – 100% C A…

• Last updated 1 year ago
• adapting, adapting fingering, adapting to student's needs, Alma Mater Blues, Alma Mater Blues 3rd Section, alternate fingering for chords, bending fingers, CAGE chords, changing finger, chord alterations, chord fingering, elderly students, finger adaptations, finger change, finger substitution, finger substitutions, finger switch, fingering, fingering chords, fingers, injured fingers, older student, older students, stiff fingers, switching finger, weak fingers

I have a question about accommodations. I have a 10 year old student with severe anxiety and perfectionism. She is unable to understand that she needs to practice songs even if she doesn’t like them. She is working on this skill, among others, with a…

• Last updated 2 years ago
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Those that also work with students 60+ might find something useful in a recent post to my students: Happy New Year! 🎉🎊 I hope you’re looking forward to an enjoyable year of music making in 2023! Here are a few tips that will support your…

• Last updated 2 years ago
• deliberate practice, glasses, hearing impairment, older student, older students, practice habits, tracking practice, vision impairment, visually impaired

I have a 5 year old who is resisting playing hands together. He is happy to play 5SS together but nothing else. Any ideas how to encourage him? some young children think it is going to be too hard to do so instead of giving…

• Last updated 3 years ago
• #ttci, BH, both hands, breaking things down, capitals, capitals & periods, capitals and periods, control the events, controlling the events, CTE, developmental delays, dose, doses, event, events, hands together, HT, it takes as long as it takes, Laurie Richards, learning slowly, microdose, microevent, microevents, patience with slow learners, periods, piano event, piano events, play along, playing along with audio, playing slowly, practicing slowly, readiness, ready, separate hands, SH, single thought process, single thought processes, slow learner, slow pace, slow practice, slow progress, slowing down, small doses, smaller dose, smaller doses, STP, trouble with hands together, Tune Toolkit

Question: I have just signed on a Special Needs student. She is 9 years old. Her favorite song is Happy Birthday. Mum said they play that every day! I know we normally teach this at the end of Foundation Level 1 but I would like…

• Last updated 3 years ago
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Looking for some advice…I have student who stutters everytime he starts to play. He’ll replay his starting note numerous times before finally getting into the song. Once he gets going, he plays well. But if there’s a break in his playing, or the start of…

• Last updated 3 years ago
• anxiety, anxious, anxious student, autism, autism spectrum, autistic, autistic student, autistic students, beginning notes, beginning song, breaking things down, calm, control the events, controlling the events, CTE, dosage, dose, doses, first notes, fragmenting, fragments, getting student to slow down, home use of practice pads, Laurie Richards, microdose, mindfulness, on the spectrum, opening notes, performance anxiety, practice pad, practice pads, relax, single thought process, single thought processes, slowing down, small doses, smaller dose, smaller doses, special needs, spectrum, starting notes, starting positions, starting song, STP, student anxiety, students on the spectrum, stutter, stuttering, teaching special needs, trouble starting song, using practice pads

I have a student that is just starting with a few private lessons to catch her up to the group I want to add her to. My dilemma is that there is a huge language barrier. She is super smart and quick, has taken 2…

• Last updated 4 years ago
• adding students to a group, catching up, catching up new students, combining groups, different pacing in group, EFL, English as a foreign language, English as a second language, ESL, expanding shared lesson size, foreign language, group, group lesson, group lessons, group obstacles, group vs private, groups, language, language barrier, merging private students with groups, Neil Moore, private to group, private to shared, private to shared lessons, private vs group, private vs shared, private vs shared lessons, second language, shared lesson, shared lessons, shared vs private, students in groups with different abilities, students progressing differently, transitioning private students to group

I may have written once already about this but here I am again. I have a student diagnosed as “high functioning Asperger’s” and I have to say that after 3 fairly ordinary lessons with him, what I see is a really bright boy who has…

• Last updated 4 years ago
• Aspergers, autism, autism spectrum, autistic, autistic student, autistic students, claiming territory, expectation, expectations, high functioning, reclaiming territory, special circumstances, special needs, teaching special needs