Support for ASD/ADHD in music setting

[DoReMeDo]

Don't know quite where to start with this one. I work for a music education institution. One child has ADHD (confirmed diagnosis) and, I suspect, ASD. Lovely boy, lovely family. Experiencing some difficulty with things others take for granted - ie he fidgets which distracts the others, sometimes loses focus. The person in charge doesn't / can't accept that this child can't help it, finds him irritating, and - frankly - would prefer we weren't there. I, instead, am arguing about getting support but I'm not sure exactly what or where to start. I've googled 'ADHD music teaching support etc' and it really isn't a thing.

Also, if the child were 'sent away' for, basically, not fitting in, wouldn't that be discrimination? Can you apply disability discrimination to something which is basically an afterschool activity?

FWIW I am 100% on the child's side and in danger of falling out big-time with my colleagues over this. I'm out on a limb and don't have anyone to talk to at work who even remotely sees things from my point of view.

If the music institute fails to make reasonable adjustments it could be disability discrimination.

For fidgeting does the DC use a fidget toy? Do you allow for sensory movement breaks? Have you spoken to the parents to ask what helps at home and school? Have you adapted how you teach the DC? Rather than ADHD music teaching assistant a PA may be enough. Although it may not be reasonable for the parents to expect the institution to fund the PA the parents may be able to get funding from social care.

@AReallyUsefulEngine thank you for your response. Yes,, I keep saying 'reasonable adjustments' and I'm met with blank stares. The parents are aware to a certain extent but I don't think they know how much it's seen as a problem where I work (not by me, I hasten to add). The Mum struggled a bit with the ADHD diagnosis I think. I'm going to suggest an informal chat with her just to gently explore some of the issues and find out how the child is doing at school. When I last asked, I was told it was all fine at school but I doubt that is the case. He will be transferring to secondary school in September so I'm also wondering what plans might be in place for that. I'm trying to put myself in the middle of this as my colleagues are not subtle, and they're also not well informed.

It's a very specialised, quite high-profile, high-attaining institution. I can't say too much or I'll be outed. So, I can see the concerns about a child who, through no fault of his own, can bring the standards down (making mistakes through not being able to focus sufficiently), missing rehearsal time through having to go out etc. But the child's wellbeing needs to be at the centre. Colleagues' argument is that it's not the right place for him and he should take his talent elsewhere. Awful. I'm losing sleep over this.

Anyway, because of the specialism, we need specialist intervention/support, and it needs to be someone who really understands what we do. That's so hard to find.

I've thought of a fidget toy but not sure it would work in the setting. We do have breaks and I'm pushing for some one-to-one lessons to try to address some of the posture issues which, I think, could be a source of discomfort and therefore sensory overload leading to 'fidget'. I do think some kind of 'resetting' his brain / sensory movement would help. It's a question of what/when/how long. That's why I'd love an expert to come in, observe and suggest. We did have an education consultant (sent in by the parents) who was helpful to a point and knew a fair amount about ADHD but it didn't lead to any concrete advice.

DC with additional needs don’t always present the same in different environments. The pupil may well be ‘fine’ at school, especially if they have support in place. Equally though, many schools will say a child is ‘fine’ when they aren’t.

Anyway, because of the specialism, we need specialist intervention/support, and it needs to be someone who really understands what we do. That's so hard to find.

If the aim is to support the child’s needs this may not be the case. A PA is likely to be able to support the child without specialist musical training.


We do have breaks

The pupil may need more movement breaks than others.

If posture is an issue ask if the child has been assessed by OT and physio. There may be some equipment that can help e.g. specialist seating.

I think we'd get a certain amount of help/advice/suggestions from someone not musically-qualified, but if it was someone who understood music and also understood ADHD (and those together) it would help educate the educators here - that's a big problem.

I completely get that kids present differently in different environments but I would be amazed if he doesn't have similar issues at school. I think it's probably more a case that school are overlooking it and waiting for him to leave. Even the person who observed him at school (we've seen the report) said that school didn't seem prepared / interested in putting support in place.

Yes, I think he needs more movement breaks and we need to work out what the right number / length is, and how to manage it.

I also agree with OT and it's something i want to bring up with the Mum. We have a very good one to one teacher who is good on this sort of thing but the techniques still tend to go out of the window in a group setting, which shows it's not yet ingrained. Specialist seating not possible as most of the time they're standing up.