Music for Every Child Teacher and Caregiver Guide

NISMCAA • MUSIC FOR EVERY CHILD • TEACHER

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Music for Every Child

Teacher and Caregiver Guide

By Olushola Adebowale and Kimberly Chappelle-Adebowale

Companion to the student visual learning book

NISMCAA • MUSIC FOR EVERY CHILD • TEACHER

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Use the student book with a learner

This guide accompanies the picture-led student book. The student pages use large illustrations,

labeled sequences and short prompts. This guide holds the demonstrations, access options,

practice suggestions and observation records.

Read or describe a student picture, model one musical action and offer the learner a chosen way

to respond. A response can be playing, pointing, gaze, movement, a familiar gesture or an

established communication aid.

Use the lessons flexibly. Progress depends on a meaningful musical action and useful access,

not finishing every page or matching another child’s pace. Agree support with the child, family

and relevant teaching team.

The activities are educational examples. They are not a treatment program. Illustrations are

examples of participation rather than universal setups.

Student navigation

01 Choose your music • student pages 7 and 8

02 My start and stop signals • student pages 9 and 10

03 Sound and silence • student pages 11 and 12

04 Four steady beats • student pages 13 and 14

05 Play and rest • student pages 15 and 16

06 The drum sounds once • student pages 17 and 18

07 Shake and wait • student pages 19 and 20

08 Echo my rhythm • student pages 21 and 22

09 My turn and your turn • student pages 23 and 24

10 Higher and lower sounds • student pages 25 and 26

11 Find C on the keyboard • student pages 27 and 28

12 Three keyboard notes • student pages 29 and 30

13 My voice or my signal • student pages 31 and 32

14 Move with the beat • student pages 33 and 34

15 Write a four beat piece • student pages 35 and 36

16 Share our music • student pages 37 and 38

NISMCAA • MUSIC FOR EVERY CHILD • TEACHER

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Prepare the space and instruments

Ask about preferred sounds, communication, comfortable positioning and breaks. Follow the

learner’s existing support arrangements. Use a stable surface, accessible clear routes and

instruments within comfortable reach.

An adult checks sealed percussion is intact and supervises equipment. Avoid small loose parts

and keep instruments away from ears. Preview an unfamiliar sound gently with permission. Stop

if sound or movement is uncomfortable.

Do not move a child’s body or guide their hands without their agreement. Start with modeling and

agreed prompts. Follow existing positioning advice for mobility equipment; seek relevant support

for grips or mounts instead of improvising restraints.

What to prepare

Stable hand drum, intact sealed shaker, optional keyboard at a gentle volume, agreed play and

stop cues, accessible sound and rest symbols, and a way to request help or a break. Choose

only the equipment needed for the current activity.

A flexible session

Welcome and choice → model one action → one or two attempts → break → familiar ending. The

child can end after one useful action. Change the duration and pace to suit the learner.

Before starting, confirm the child’s yes, no, stop, help and break signals. A pause or refusal is

information about the activity or access, not a reason to force participation.