When working with children with special needs, developing effective tasks and materials are crucial in the process of teaching and learning. Our children with autism… Read More »3Vs of Developing Effective Tasks for Children with Special Needs
Music is seen in every culture and is often referred to as a universal language of mankind. Music allows us to create connections despite differences… Read More »Why is the Piano Suitable for Children with Autism
Children with special needs often have challenges in communicating their thoughts and feelings. Because of this, challenging behaviours such as a meltdown, intense crying, throwing… Read More »Strategies for Managing Behaviours
All of us carry out some form note-taking and task scheduling, whether it is scribbling down a to-do list in a notebook, or calendaring events… Read More »Using Work Systems for Children with Special Needs
18th July was an exciting day for The Radiant Spectrum family! We hosted our first online concert starring our Radiant Child, Andrew! It’s inspiring to know… Read More »Andrew’s Mini Online Concert
It is unfortunate how Covid-19 has impacted our daily lives, however, we must remain positive. I remind parents that it is ok if progress looks different this period. It is inevitable that your child’s progress will likely be slower this period, and for some students with higher needs, learning might completely stop.
Last December, 15 of my students showcased their skills at our year-end recital, held at the Yong Siew Toh Conservatory of Music. The recital was an opportunity for my special needs students to perform alongside neurotypical children.
When it comes to special needs children, there is never a one-size-fits-all approach. From my experience teaching special needs children between 3 to 16 years old, I have found that the students who make the most progress have these 4 traits in common.
Because playing the piano is a physical skill that can be trained and developed, I often tell my students that their only challenge is themselves, and it is as much a mental challenge as it is a physical one.
When teaching a child with selective mutism, I work hard to develop a nonverbal communication system and strive to make our lessons a safe space for the student to “chit-chat”.
