In a child’s life, a piano teacher holds a unique position.
More than a classroom teacher, more than a sports coach and sometimes even more than a parent, a piano teacher observes a child in a very focused learning environment once a week. This mentor-trainee relationship may continue for years. This gives the piano student the advantage of being overseen by a caring adult who has the opportunity to become aware of his or her strengths and struggles in a long term and personal way.
Neurodiversity is a key buzzword in today’s educational circles, with teachers and students embracing the topic both as educators and learners.
As information about Autism Spectrum Disorder (ASD) continues to expand in scope and understanding, it is imperative for piano teachers strive to stay informed.
If a piano teacher were to go forward based on what was known or assumed about autism twenty (or even ten) years ago, it would be unfortunate.
I feel that it’s important to avoid negative language surrounding neurodiversity and ASD. Steer clear of articles and videos that cast Autistic people as deficient (unfortunately, these do exist). I’ve combed through YouTube to find videos that will help you learn from people who are living and thriving with ASD and who celebrate their differences.
Each of the following videos is created by an expert. Tashi Baiguerra and Emmy Peach cover ASD from the personal experience of women with autism. Professor Tony Atwood is a psychologist who has been working with people with ASD for more than 40 years, and his own son has autism. Kati Morton is a therapist and takes time to explain autism and the brain and specific characteristics to watch for. She also gives some hints on how teachers might respond.
There’s a wealth of understanding that can be gained from each video, and I hope that you will make time to watch each one through.
Now, let the videos speak for themselves.
1. My brain isn’t broken – Tashi Baiguerra
In the past I believed classroom teachers would have better training in recognizing neurodiversity in children and would have the professional duty to get them help, make accommodations and possibly even initiate the pathway to diagnosis.
However, I now feel that classroom teachers may be at a disadvantage because they are managing so many difficult dynamics in the classroom. Classroom teachers usually only interact with a child for one year. They may not have time to properly observe their quieter students. In a classroom, it’s the noisy birds in the nest who get the attention, and therefore, the help.
2. Could it be ASPERGERS? – Prof. Tony Attwood
Quieter students, perhaps the ones who end up in piano lessons, may be better at masking their ASD. They become good at flying under the radar. That’s why girls and women often don’t get tested or diagnosed until they are in their late teens, or even as late as mid-life (and may actually never get diagnosed).
Another group that falls through the cracks is highly intelligent and perfectionistic boys. Their autism is missed because many people believe incorrect stereotypes of what autism is and their perfectionism becomes a shield or defence that hides their struggles.
Therefore, these quiet girls and perfectionistic boys don’t get equal access to help. And they may go through life feeling very misunderstood.
3. Unmasking the Stigma Behind Autism in Females – Emmy Peach
To be clear, it is not the place of any piano teacher to suggest a diagnosis to a parent, and certainly not to a child. This post isn’t about attempting to diagnose your piano students. Its purpose is simply to encourage you to become aware of the latest thinking on ASD so that you might create your own in-house accommodations quietly and unobtrusively with children who might display some (or many) of the characteristics.
In essence, understanding ASD might help you become a better piano teacher for a special segment of your student population.
4. What is High Functioning Autism? Kati Morton
The main reason you will benefit from this blog exploratory on autism is that it will help you to recognize possible characteristics of ASD in your students. You’ll begin to understand how to organize your studio, your lesson plans and how to reach and teach these children. Some of these children may be diagnosed and others may not. Regardless, you’ll be able to develop appropriate and effective responses.
Another spinoff benefit of this exploratory may be to better understand yourself. Because it was believed for so long that Autism mainly presented in boys, girls have slipped through the cracks.
The piano teaching profession is populated predominantly by female teachers and I suspect that for some of my readers, these videos may turn on a light of self-discovery in which you may finally begin to understand yourself. There can be mixed feelings when this happens, so if you need support, don’t brave it alone. Psychologists and therapists are wonderful helpers and may do wonders for you.
5. Motivating students with ASD and ADHD – Abigail Profitt
On February 28th, 2023, Amy Chaplin’s Piano Pantry Podcast featured a guest episode by Abigail Profitt. Abigail focused on motivating piano students with diagnosed ASD and ADHD. As a piano teacher, she specializes in teaching neurodiverse children. Her tips are practical, actionable and brilliant. I hope you will take a listen to this episode, which is less than 15 minutes long. Check out Piano Pantry Podcast’s Episode 58 here.
6. A piano teacher can be a key player in getting kids help
As was said above, it isn’t the piano teacher’s job to diagnose or suggest a diagnosis for their piano students. Simply put, we aren’t qualified.
However, given the unique position that piano teachers hold, observing hundreds of children over the years and observing any single child over an expanse of time, you may begin to see patterns of behaviour in students in general, and patterns in a child in particular. Piano teachers may even catch traits that others miss.
In order to get children the help they need and deserve, there is a way to discreetly ask if parents are willing to hear from you about the way their child learns.
First, it might be best to ask parents in a general way, perhaps in a questionnaire that all parents fill out. This may remove any awkwardness later on if you notice characteristics in their child and are unsure how to open the conversation.
A questionnaire broaches the subject in a hypothetical way and asks for the parents’ permission for you to contact them should you notice anything about the way their child learns.
When a parent answers, “Yes,” they invite your input. When approaching the parent, you wouldn’t mention ASD or ADHD by name, but simply ask if they’ve noticed this or that about their child, and ask if they’ve ever considered having their child assessed. A parent wants the very best for their child and your sensitivity and observation might make a difference to them. In my own experience as a piano teacher, I’ve carefully approached several parents in this way and it has gone well. After the initial conversation, I then let them move forward with professionals who are qualified in assessment.
Please visit my Printables section for a FREE printable called Questionnaire for New Piano Parents. You may download a Word doc that you can edit, or a PDF.
7. Bonus – Neurodiversity hiding in plain view
To emphasize that we have nothing to fear in recognizing neurodiversity in our teachers, performers, composers, students, or in ourselves, consider how many of our revered artists are clearly neurodiverse. One only has to watch Glenn Gould in action to see that he’s completely immersed in a different world. His obsession with perfection, his hyperfocus, his awkwardness, the fact that he hummed while playing, all attest to his neurodiversity. Once you see it you can’t unsee it.
Neurodiversity isn’t something to fear, it’s something to understand and embrace. It’s an advantage when it comes to thinking outside the box, being a maverick, being brave and breaking new ground. To make the best of neurodiversity, learn everything you can about it.
>> Check out this sister post on Attention Deficit Hyperactivity Disorder (ADHD)
Children with ADHD can have exceptional intelligence, which means that when they struggle to organize their things or organize their practice time, it seems they’re just being lazy. It seems they’re full of potential but letting themselves down by not trying hard enough to meet it. Most people are aware of the hyperactive kind of ADHD but there’s another kind–characteristic of the inattentive, dreamy, absentminded individual. To be an effective teacher, find out what’s currently known about ADHD. Link >> What every piano teacher needs to know about Attention Deficit Hyperactivity Disorder.
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Video of the Week
Cold Snap! (Intermediate, Level 4) is a jazzy little number characterized by an infectious Cuban clave rhythm 1-2-3 / 1-2-3 / 1-2 with syncopations and the percussive effect of snapping fingers. The name of the piece is a pun. In cold climates like mine in Canada, there can be ‘cold snaps’ in the winter — periods of time during which the temperature plummets well below the average. Cold Snap! is available as a studio-licensed eSheet!
