Supporting Neurodivergent Learners in Suzuki Spaces: Strategies and Ideas for Teachers and Parents
Suzuki Music/Musique Canada Conference 2025
Edmonton, Alberta
Download the presentation slides:
| smmc_presentation_2025.pdf |
Resources and references
Neurodiversity
Language and Communication Resources and Strategies
Sensory/Movement Resources and Strategies
Attention Resources and Strategies
"Managing Behaviour"
"What is belonging?" (Othering and Belonging Institute at UC Berkeley)
Belonging and Neurodiversity (Centre for Early Childhood)
- AIDAN Lab, University of Alberta: https://www.aidanlab.ca/
- Lived Experience Educator: https://www.livedexperienceeducator.com/neurodiversityaffirmingpractice
- NeuroClastic: https://neuroclastic.com/resources/
- Child Mind Institute
Language and Communication Resources and Strategies
- Affirming Autistic communication styles (Reframing Autism)
- Ways to use visuals to accompany verbal instructions:
- Honour multimodal communication: gestures, facial expressions, visuals, writing, AAC
- Giving instructions: Slow Down and Show; Say Less and Stress (The Hanen Centre)
- Using Visual Schedules (Neurodiverging.com)
- You can make these using any of the resources listed/linked above
- Using Social Stories (The Sensory SLP)
- Download a "starting lessons" social story template below
- Declarative Language (The Declarative Language Handbook, Linda K. Murphy)
Sensory/Movement Resources and Strategies
- The OT Butterfly, @theotbutterfly
- Ways to add more movement/sensory input during lessons or practice time:
- Bear crawl, crab walk, walk to tiptoes, run, jump, etc. between activities
- Stomp rhythms instead of clapping
- Experiment with different ways to sit or move while listening (upside down?)
- Help move chairs, music stands, etc.
- Fidgets
- For parents:
- Could plan a few minutes at the park/playing outside before lesson or practice time
- Movement (see above) in the hall while waiting for your lesson to start
- Consider the sensory environment:
- Lighting (avoid or filter fluorescent overhead lights)
- Background noises, e.g., hums, buzzes, etc.; competing sounds
- Smells (scent-free; think about food smells, etc.)
Attention Resources and Strategies
- Modelling instead of using verbal instructions; consider other ways to move quickly between activities
- Playing together as a way to promote focus
- Schedules (photos, pictures and/or words) can help kids to know what to expect and keep on track
- Visual timers can show how much time is left in an activity (search "visual timer" for buying options)
- Try to give one instruction at a time
- Focus and intrinsic motivation may be aided by:
- Novelty (e.g., new piece, new dynamic, new tempo, new place to stand or sit, etc.)
- A bit of positive stress (e.g., a deadline or performance)
- Consider lesson time/day as a possible factor in attention and regulation (e.g., relative to timing of meds, fatigue, other demands, etc.)
- Sensory regulation is a prerequisite for focus
"Managing Behaviour"
- Avoid behaviourist approaches
- What is masking? (National Autistic Society)
- Understanding behaviour and communication/an unmet need/a skill gap
- "Children's Behaviour and Feelings" (Children First)
- Some nuance on "What is Behaviour Communicating?" (The Occuplaytional Therapist)
- "Non-compliance" is self-advocacy (PlaySpark)
- Try to foster emotional- and self-regulation and build connection based in shared enjoyment
- Forget about “typical” timelines; accept that it’s OK for the process to look different than what you might expect
"What is belonging?" (Othering and Belonging Institute at UC Berkeley)
Belonging and Neurodiversity (Centre for Early Childhood)
| starting_lessons_story_template.pptx |