Simpedia

Ian M., Indiana

I agree with you – and I would definitely start him on Foundation 1. I don’t think Gateway would be the way to go, as I believe that it’s more focused on learners with developmental challenges.

Neil Moore

When I was teaching incarcerated men in maximum-security prison in Australia, one of the inmates had his left hand cut off at the wrist. What remained at the end of his arm was a small protruding nub of bone. It was amazing how much we were able to accomplish and how adept he became at using that nub as a finger replacement. So, you do exactly what your instincts suggested and just figure out accommodations as you go.

Kerry V., Australia

Other SM teachers have had success with students with varying issues with inability to use fingers.

I have a student with Cerebral Palsy. Her right hand she can use, however, it takes time as I am teaching her to isolate the fingers. In her 21 years not ONE person, not one therapist, had ever worked in isolating her fingers, or using fine motor skills. Even though her right hand is fully functioning otherwise.

Anyway, her left had is ‘cripple’. But that isn’t stopping us.

Because of my insistence and her tenacity, she is able to straighten her wrist. We are working on isolating fingers in the left hand.

Her mum says, with joy, that her daughter is now straightening her fingers 1,2 and 3 without prompting. this is just in any day movement.

Her fingers 4 and 5 are most always bent and will take time. Her hand / arm do not turn so the palm stays downward.

However, I do not look at any of this as an issue, a problem and needing a solution. All I am doing is working WITH her and slowly we are moving forward.

Besides slowness in her mental thoughts and her age capacity is much younger than 22 years, she is doing an amazing job.

Just go with what feels right. Allow him to be guided and listen to him. Very small steps at a time.

I also always talk about the fact that we are re training, or re wiring, the brain. building the neuro pathways which will enable the movement in the hand. That using the eyes, watching, also build on that learning in the brain.
I feel this helps in that 1. The person is not at ‘blame’ for the fact they cannot do what their fingers ‘could’ be doing.

2. That there is hope

3. Beyond hope though is that the possibility of fingers moving are possible due to the way the brain and body can re wire their thoughts, movements and responses.

4. Simply being able to use one finger is a great start to show possibilities.

Remember to encourage the parent to do duets with them. To play the ‘LH’ part with the ‘RH’ at times etc.

Laurie Richards, Nebraska

I’ve taught many students with hand deformities. I love teaching them and having the opportunity to prove you certainly do not need 10 fingers to play the piano!

Even for fingers for which there is no muscle control, sometimes they can still use the finger by positioning it over a key and using the wrist to push it down. I look at what is there that can be utilized rather than focusing on what’s missing.