The Dexter Leader
A Heritage Newspaper
Weekly Publication
In tune with learning
Program teaches important skills through music therapy
By Sandi Kasha, Staff Writer
PUBLISHED: March 1, 2007
Teacher Sue Stalker isn't a musician, but understands the important role music plays in her Early Childhood Developmentally Delayed (ECDD) class.
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Every Tuesday her students are taught by Music Therapist Mike Brownell for 30 minutes.
"Music therapy addresses a number of non-musical goal areas," said Brownell, who's been a music therapist specializing in children with special needs for about eight years.
He added that music is used to target many of the skills necessary to transition ECDD students into kindergarten, including basic social skills (e.g. eye contact, turn taking, peer interaction), communication skills (verbal or nonverbal communication; receptive and expressive), pre-academic skills (e.g. colors, numbers, counting, letters, etc.), focus and attention, and reinforcing appropriate behaviors (e.g. waiting in their chairs, complying with adult instructions, etc.).
"They're having fun while they're learning," Stalker said. "It's very beneficial for the children to have this program."
Stalker has relied on grants from the Education Foundation of Dexter to help foot the bill and many parents have also contributed money to make music therapy possible.
Stacey Babut said that the donation was well worth it. Her five-year-old son Austin looks forward to music therapy and that surprised Babut.
"Austin tells me how much he loves Mike and the class and he gets so excited," she said. "He's not terribly talkative about some things and for him to enjoy music therapy lets me know how good it is for him."
This would mark Austin's third year in Stalker's class and Babut said that she's grateful for it.
Stalker said that she has the same students for two to three years.
For that period of time, Stalker not only gains the trust of her students, she naturally builds a good relationship with the families.
"Sue has been an absolute blessing for us," Babut said. "She's been our guiding light in this experience and Austin's gotten so much out of the class. He thoroughly enjoys it. And Sue and Mike go above and beyond to make learning fun for the kids."
Stalker said that she had researched music therapy about six years ago and heard about Brownell and his work.
When she witnessed the positive reception Brownell received from the children, she knew that it was worth having him come in once a week. "He is excellent and he works through music," she said. "I have seen changes with the children and how they learn by learning colors, learning about number, being able to follow directions and so forth."
Brownell uses several techniques to capture the students' interest. "The music therapy groups in class use a variety of interventions and activities ranging from singing songs, playing instruments (either by themselves or with a partner), movement with music, etc," Brownell said. "Although to the kids these activities seem like fun thing to do, each of them is designed specifically to address one or more of the goal areas mentioned in the previous question."
Music therapy means much more to Brownell than just a career. It's personal.
"I have a nephew, who was born with autism, which is how I first got interested working specifically with children with special needs," he said. "I have also been involved in music since a fairly young age. As I progressed through college, music therapy seemed a natural synthesis of my interests of music and service to youth."
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