[Erika (TeamRH)]

Insightful responses, thank you. I find this question to be very helpful for every class I run and use it to “take the temperature” of the room from the opening to the closing.

[Erika (TeamRH)]

I enjoy reading about everyone’s experiences. Thank you each for your contributions.

[Erika (TeamRH)]

This question is great for assessing how you can meet the needs of your community and be a unique service for their needs.

[Erika (TeamRH)]

This is a great question to save when you are sharing with others about how your work is unique and meaningful.

[Erika (TeamRH)]

Thank you all for your insights.

[Erika (TeamRH)]

Good morning:

I hope you are all enjoying the training so far! It is a pleasure to be here with you and to read your submissions each week.

I wanted to share some information about neurodivergence, disability, and language around these areas.

I am going to preference my submission but letting you all know I am AuDHD (Autistic/ADHD) and multiply ND/disabled (I have a host of other co-existing conditions related to my overarching neurodivergences that are directed related).

Each ND and disabled person is unique, in their needs and how they identify. However, it is important to be aware of how ableism has directed the narrative and the education of our communities and how we are talked about and viewed. Thankfully the Neurodiversity movement is having a great affect on these narratives. Below are helpful links that I believe will assist you in this training when you think about ND and disabled children within the material.

Please feel free to contact me here or privately with any questions. I specialize in Neurodivergence and Disability as it was the main area of focus within graduate school, my graduate school culminating project, and my lived experience. I have a living museum I created and continue to curate on this topic that I am also happy to share.

NEURODIVERSITY: SOME BASIC TERMS & DEFINITIONS

https://www.massadvocates.org/news/ask-a-self-advocate-the-pros-and-cons-of-person-first-and-identity-first-language

Identity-First Language

https://medium.com/@livedexperienceeducator/neurodiversity-affirming-practice-core-principles-f2c6d70661af#:~:text=Neurodiversity%20Affirming%20Practice%20prioritises%20lived,to%20define%20their%20own%20experiences.

[Erika (TeamRH)]

Hi Reagan,

I would encourage you to consider shift your lens from “non-developmentally appropriate behaviors,” as this would fall into possible challenges for neurodivergent and disabled children.

Neurotypical expectations of “appropriate and inappropriate” have roots in ableism (abled bodied dominance for societal behavioral norms).

I would suggest focusing more on looking at developmental scales as “skills” and follow individuals in their movement within those scales.

For neurodivergent and disabled children (and even some NT children) their skill development may not follow the “typical path” and it will be important to get to know each individual’s path and how we can use the music to follow their skill development and mastery of skill.

[Erika (TeamRH)]

Wonderful observation! Children are generally the most “controlled” group of marginalized populations. It is so important we make space for autonomy and independence so that growth can occur in that individual’s timeline.

This is, of course, not to say that we don’t provide boundaries and expectations for safety…it is a delicate balance of finding where we can create a space for independence and autonomy while maintaining boundaries and safety.

[Erika (TeamRH)]

Something that is also helpful is to know that “typical” development is a general space of understanding for those that fall on the average line of development. Those that are neurodivergent and disabled will not fall within the scales in a typical way and it is our job to support their individual time lines as opposed to “pushing them along.”

For example, many multiply neurodivergent individuals will have splintered locations on development scales; i.e. one area may be exceptionally high, another area may be lower, while others are in line with the typical path.

It should also be noted that even typical children will show “regression” in some areas when another area is making great strides. It’s a neurological process that focuses energy on one area of development while pausing or removing focus on other areas for that development to occur.

As Elizabeth, so wonderfully states, these developmental scales are a guide and information as opposed to prescription or exact account of each person’s development.

[Erika (TeamRH)]

What great conversation! Thank you all for your contributions!

[Erika (TeamRH)]

Hello everyone, my name is Erika Svolos.

I have been the online moderator for the Sprouting Melodies training for past 10.5 years. I live in New Jersey with my spouse, my 10 yo child, and our cats Moose and Sir Didymos.

It is a joy to be a part of this fantastic program and to join in your Sprouting Melodies journey.

I received my Bachelor of Music in music therapy from Marywood University and my Master of Arts in music therapy from Montclair State University. I’ve been a clinical music therapist for the past 25 years. Over that time, I’ve worked in a variety of settings including psychiatric facilities, private and public schools, private clinics and private practice.

I’ve recently shifted my work to a focus on neurodiversity and neuro-affirming care.

I completed the April 2013 Sprouting Melodies online training, and it was a wonderful addition to my practice. I began offering Sprouting Melodies classes in February of 2014 and I’ve truly enjoyed working with my SM families.

I will be assisting with any questions and/or technical difficulties.
You will be receiving an email with information about the online forum technology and my contact information.

If you do not receive the email, please contact me at erika.svolosmtbc@gmail.com.

I am looking forward to getting to know each of you over the next ten weeks!

[Erika (TeamRH)]

Thank you all for sharing your experiences and how this course has supported your work. It was a pleasure to read each of your responses over this course and wish you all the best in your next venture.

[Erika (TeamRH)]

It is always wonderful for me to hear all that you each are taking away and how it will inform your work. Thank you all for sharing your thoughts 🙂

[Erika (TeamRH)]

Thank you all for your insights! This is another great question to learn from each other.

[Erika (TeamRH)]

Thank you all for your insights. I hope that you each can come back to read all submissions. I always find this question is a great one to get thoughts and ideas from others.

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