Connecting Canada - Erin Parkes, Jeffrey Sabo, Olivia Adams

Erin Parkes, Jeffrey Sabo, Olivia Adams

Erin Parkes received her Ph.D. in music education from McGill University, where she researched approaches to training music educators to teach autistic students in a private studio setting. Erin founded Lotus Centre for Special Music Education in 2012, a music education and research centre in adaptive music education, and the Lotus Institute for Professional Development in 2020, providing training and resources for music educators. Erin is an adjunct professor at both Carleton University and the University of Ottawa where she researches and teaches on topics in music education for neurodivergent and disabled populations.
Jeffrey Sabo is a Ph.D. candidate in Rehabilitation Sciences at the University of Ottawa. He received a Master of Arts degree in Piano Pedagogy Research from the University of Ottawa and a Bachelor of Music in Composition from Ithaca College. He is currently the Professional Development Coordinator for the Lotus Centre for Special Music Education, where he also teaches piano and general music.
Olivia Adams is a Ph.D. candidate in Interdisciplinary Music Research at the University of Ottawa, researching academic accommodations in music performance. She holds an MA in Music with a specialization in Feminist Studies from uOttawa. Olivia is the Director of Education at the Lotus Centre for Special Music Education and is the author of Loud and Clear: A Guide to Levelled Piano Music by Women Composers in the 20th and 21st Centuries.

Session #12: Beyond Accommodations: Taking a Positive Approach to Teaching Neurodivergent Students
LIVE 9-10am PDT - Monday, July 27

Traditional music teaching approaches can create barriers for neurodivergent learners. Typical requirements in music learning like reading music and sustained attention may be challenging for these students. Often an approach focused on providing accommodations is suggested, such as using colour coding for notes for dyslexic students. In this roundtable discussion, we propose going beyond accommodations and towards a truly neuro-affirming approach. Rather than adapt typical approaches and expectations, this roundtable discussion will introduce new perspectives on teaching neurodivergent students. The session will be led by three researchers and music teachers, bridging research and practice to bring an evidence-informed view of teaching neurodivergent students with practical applications. An overview of conditions under the “neurodivergent umbrella” will be discussed, with a focus on outlining the unique learning profiles for those that music teachers are most likely to encounter in their studios, including those with autism, ADHD, learning disabilities, and sensory processing disorder. The social, cognitive, communication, and sensory differences for each and how they impact learning will be discussed. Emphasis will be not only on the support needs for each student but also on their strengths, setting the stage for a positive, strengths-based approach. By finding the balance between supporting areas of challenge and leaning into strengths, we can create a learning environment that allows students to thrive. Teachers will develop a toolkit of strategies for teaching musical elements like note reading, rhythm, aural abilities, and music appreciation in engaging and creative ways that maximize the unique learning styles of their neurodivergent students. Pedagogical approaches that include multimodality, holistic learning, and differentiation will be explored. Practical applications will be shared, including tips on creating supportive tools like visual schedules and activities that can be used to promote regulation. Teachers will leave the session ready to create a positive learning experience that harnesses the incredible potential of neurodivergent students.

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