Breaking down barriers to music-making
We believe in the social model of disability. It’s a model that gives power back to disabled people. It argues that a person is ‘disabled’ not by their impairment or difference, but by the way society is organised – its attitudes, systems, environment and language.
Many aspects of life have been designed by non-disabled people, for non-disabled people. People with SEN/D often face barriers, because they’re seen as being ‘different from normal’, and their needs aren’t met. But it doesn’t have to be that way.
Everyone should be able to enjoy making music. And the projects we invest in are expert at coming up with creative and inspiring ways to get children and young people involved, no matter what challenges they face.
Our projects allow young people to take part in music-making, improve their skills and explore their potential – whatever their interests and needs.
In SEN/D settings, there are lots of ways this can work in practice. It could mean a singing workshop that lets young people make music using sounds instead of words. Or using an instrument like a wooden resonance board that lets young people experiment with sound and feel the physical vibrations, even if they can’t hear.
Often it’s about providing and sharing specialist expertise, as with the project which gave Isma and Aisha (who are both deaf) the chance to learn brass instruments in school – and gave their teacher new skills to help him teach them. Or the partnership between community music organisation SoCo Music Project and Rosewood Free School.
And sometimes it means using technology to unlock music-making possibilities. Bristol-based OpenUp Music is one such example. Working alongside young disabled people, they’ve developed an amazing range of accessible instruments using technology from iPads and iPhones through to brain activity sensors, eye-gaze tracking and 3D motion capture.
Music can play a big role in speech and language development, especially for young people who have difficulty learning and forming words. After taking part in one-to-one music-making sessions at school, Ashley has amazed teachers with his new-found ability to express himself.
A child who might normally be reluctant to speak will often feel more comfortable experimenting with verbal sounds in the context of music-making. Learning to listen and respond to patterns in music can also help young people develop their memory and problem-solving skills.
Many of the music leaders and classroom teachers we work with in SEN/D settings have reported that music-making sessions help young people become more settled and focused – like Mike, for example. Especially in stressful settings such as hospitals, where a number of projects we support take place, music has been shown to help children relax.
Music-making is also a great confidence-booster. Workshops give disabled young people a chance to learn new skills and perform for their peers and in public. It brings feelings of achievement and empowerment. And of course, it’s very enjoyable!
Young DaDa Ensemble
The project helps young disabled people in Liverpool to develop their musical skills, grow in confidence and explore potential music careers. Watch the highlights from their celebratory event, Young DaDa Fest 2016.
Fun, friendship and artistic expression
Metal band Zombie Crash formed at a project in Brighton run by Carousel. Learning disabled musicians are supported to create original compositions, and develop their skills musically and professionally. This music video gives you a great idea of the band’s style and sense of humour!
Facts and figures
- 15.4% of pupils (1,301,445 young people) in schools in England have identified special educational needs.
- 2.8% (236,165 young people) of pupils in schools in England have statements of SEN or an EHC plan.
- The most common primary need for those with an EHC plan is Autistic Spectrum Disorder (24.5% of pupils).
These figures just cover young people from ages 5 to 18. We work with those aged 0-25 so the numbers are actually much higher.
Find out more
- Cavanagh, A. et al. (2012) The RNCM Medical Notes Project at the Royal Manchester Children’s Hospital: outcomes for children, families, musicians and hospital staff. University of Salford.
- Farrimond, B. et al. (2011) Engagement with technology in special educational & disabled music settings.
- Farrimond, B. (2015) The social model of disability and music.
- Farrimond, B. (2016) The Clarion - an accessible musical instrument 8 years in the making.
- Hallam, S. (2015) The Power of Music: a research synthesis on the impact of actively making music on the intellectual, social and personal development of children and young people.
- Pellitteri, J. (2015) Music Therapy in the Special Education Setting.
- Sounds of Intent, a musical assessment framework for children and young people with learning difficulties.
- Stats taken from Gov.uk statistical release: Special Educational Needs in England: January 2015.
Youth Music would like to thank the National Lottery for the public funding we receive each year through Arts Council England, without which none of this amazing work would be possible.