Shifting Perspectives: Music Education and Disability

 
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Shifting Perspectives: Music Education and Disability

Laura Azuaje, Global Leaders Institute 2023 MBA Fellow | Venezuela and United States

04-03-2024

Photo: Brass for Africa

For three decades, I have witnessed music’s profound impact on children, beginning during my youth in Venezuela. But it was a deeply personal experience that showed me a new, extraordinary dimension of what music can do.

Laura Azuaje.

My son was diagnosed with autism at eight years old. It was a confusing time. My family quickly observed a lack of understanding around the condition, grappling with feelings of isolation, fear, and grief. Conversations with other parents showed us that this experience was common. My son felt it too, and still does; he’s shared that the sense of isolation caused by how others perceive his differences has been especially tough for him. Knowing that music can serve as a sanctuary and a significant source of support, I encouraged him to participate in music groups, which have not only boosted his confidence but also provided him with a sense of belonging. It was then that I felt the call to research the ways that music has benefited children with disabilities around the world.

The impact of music education on children with disabilities can vary from person to person, as learning goes beyond figuring out how to play an instrument or sing. It encompasses a broad spectrum of life skills such as independence, communication, discipline, teamwork, decision-making, and resilience. Additionally, it helps the development of executive function skills like organization, time management, flexibility, self-monitoring, task completion, and emotional control. But what unifies people is the sense of community and belonging that music fosters among children.

This is certainly true at Brass for Africa, a Kampala, Uganda program dedicated to supporting and uplifting disadvantaged children and youth through music. Led by Ronald Kabuye, the organization collaborates with three institutions that work with children with disabilities, offering music education and life skills training to over 100 young participants. Notably, they have developed a specialized life skills curriculum for individuals with special needs, integrating music with essential skills such as communication, concentration, teamwork, problem-solving, resilience, and leadership. Through organizational collaboration, the program also provides comprehensive training for teachers to enhance their understanding and knowledge.

According to Kabuye, many Ugandans are still unfamiliar with the term “autism,” so it was essential that they create a mainstream music class that enrolls community members with and without autism. Not only does this clarify the many misconceptions about the condition, it brought students with autism out of isolation. During classes, participants engage in activities that foster a sense of unity among the students, sometimes playing games that involve holding hands and singing and dancing together. Emphasis is placed on improving their abilities rather than dwelling on their limitations, thereby promoting a sense of worth and inclusion. Additionally, efforts are made to sensitize students without disabilities so they can offer support, foster friendships, and be more inclusive.

The author’s son performs on stage. Photo: Laura Azuaje.

This is no small thing. When people see children with disabilities actively participating in musical activities, their attitudes can shift drastically. This mental shift is incredibly beneficial for these children, who thrive when they are supported by individuals who believe in their capabilities. In this way, music programs are a connector, educating both children with disabilities and those around them, who learn to celebrate their potential.

I especially loved hearing Jonathan’s story. Before joining the music program at Tots Neurodevelopmental Center (one of BfA’s collaborative partners), Jonathan, who was born with autism, used to wander around and clap his hands without direction. Now, after joining the program, he can clap his hands to follow a melody, and he can sit and sing his own way in a safe environment.

On the other side of the world, Sinfonía por el Perú offers a Special Education Program that provides inclusive learning opportunities for individuals with disabilities. Led by Luis Castillo, the program includes percussion ensembles and choirs. Castillo’s unique approach focuses on recognizing student’s strengths, placing high value on the diverse skills that the students are developing—skills like resilience, independence, communication, leadership, and teamwork. The program prioritizes open communication with families and caregivers by offering additional support such as education and psychological services, reflecting a common practice among supportive organizations.

Just as with Brass for Africa, these priorities have led to amazing results. During one of Sinfonía por el Perú’s concerts, students with and without disabilities collaborated in a performance. The special education group consisted of a percussion ensemble with a pianist, while students without disabilities formed the choir. While singing the popular song “Color Esperanza,” the choir forgot a section. The percussionists immediately noticed the mistake and exchanged looks before turning to the director. The pianist smoothly adjusted the chords to assist the choir to get back on track. Thanks to their seamless teamwork, the audience remained unaware of the error. Castillo noted that despite this brief setback, the students remained composed and supportive, showcasing remarkable teamwork and leadership.

Initiatives such as Brass for Africa and Sinfonía para el Perú demonstrate how music can create inclusive communities that value the strengths of those with disabilities. Music then comes not just as a kind of art but as a powerful tool for transformation, providing hope and a sense of belonging to families and children with disabilities all around the world. By embracing the power of music, we challenge stereotypes in society and create a world in which every individual is recognized and allowed to flourish.

To learn more about the Global Leaders Institute, visit their website.

April 2024, Brass for Africa, GLI, Global Leaders Institute, Global Leaders Program, Kampala, Sinfonía por el Perú, Special Education, Uganda

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