{"id":1688,"date":"2026-09-09T09:40:39","date_gmt":"2026-09-09T09:40:39","guid":{"rendered":"https:\/\/blogs.edgehill.ac.uk\/earlyyears\/?p=1688"},"modified":"2026-10-20T12:54:25","modified_gmt":"2026-10-20T12:54:25","slug":"more-music-please-building-bridges-in-autism-friendly-classrooms","status":"publish","type":"post","link":"https:\/\/blogs.edgehill.ac.uk\/earlyyears\/more-music-please-building-bridges-in-autism-friendly-classrooms\/","title":{"rendered":"\u201cMore music, please\u201d: Building bridges in autism-friendly classrooms\u202f\u00a0"},"content":{"rendered":"\n
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Gema Denia is an experienced music educator with a BA in Classical Guitar, Advanced Solo Studies from the Guildhall School of Music & Drama, a PGCE and an MA (Phil). She currently works at Mayfield School in Torquay.<\/p>\n<\/div><\/div>\n\n\n\n

Our ‘Autism Friendly\u2019 school<\/strong>\u202f <\/h3>\n\n\n\n

In 2014, and with\u202fvery little\u202fexperience working with children with Special Needs, I started working in\u202fa\u202fschool in London that had a\u202funit\u202ffor autistic children.\u00a0<\/p>\n\n\n\n

All staff were trained on\u202fmatters of\u202fautism,\u202fcoping mechanism, how to support the students with their multiple needs, issues related\u202fto sensory issues and\u202fpossible co-occurring conditions. We learnt techniques on how to respond to avoidance, to perceived lack of engagement, to over-enthusiastic reactions,\u202fhow to support communication with sign language and visual aids when\u202fthere were language barriers. As teachers, we understood that\u202fliaising\u202fwith learning mentors, parents, carers, class teachers, subject teachers,\u202fdining\u202froom\u202fand playground supervisors\u202fwould be\u202fkey to support\u202fprogress with autistic\u202fchildren. We applied\u202fPALM (Pause,\u202fattune, label and model) to deal with emotional dysregulation, used a bag to bring excitement to a \u201cWhat is in the bag?\u201d activity and sang \u201cWe are going to\u2026\u201d songs and carried \u201cNow and next\u201d cards to help with transitioning anxiety.\u202f\u00a0<\/p>\n\n\n\n

An inclusive school. A gem. A joy. A gift.\u202fPlease, see reference to the article, written by the school SENCO at the time that summarises what was done and how it was done \u201cCreating \u2018Autism Friendly\u2019\u202feducation in an inclusive mainstream primary school\u201d\u202f(Lloyd, 2019).\u202f \u202f\u202f <\/p>\n\n\n\n

Music interaction<\/strong>\u202f <\/h3>\n\n\n\n

During that time, I also had the opportunity to work with a group of experienced musicians working with autistic children and adults, as well as their families using music in sessions called \u201cmusic interaction\u201d with the purpose of developing language, turn taking and music making. Music Interaction sessions\u202fwere\u202ftailored to fit the individual, their likes and preferences, their sensory needs and their pace of learning.\u202fThe result of applying this method of music therapy with autistic children is wonderful.\u202f\u202f <\/p>\n\n\n\n

My teaching style up to that point was based around the concept of scaffolding to develop\u202flearners’\u202fskills and abilities as well as around planning following the\u202fEnglish National Curriculum for Music\u202f(DfE, 2013).\u202f\u202f\u202fDuring Music Interaction sessions, fixed structures and expectations are left outside as much as possible, so the child has space to lead.\u202f <\/p>\n\n\n\n

A certain structure is used to shape the session, and some chants and starter\/ ending calls are used but mostly the adults in the room create a music canvas that, the child feels safe to navigate and grow at his or her own pace.\u202fMusic making around the child. Sound and silence. \u201cMore\u201d music is asked by the child, or not. The tempo is adjusted to his or her mood and the child is given control, in a way they have never experience before. They are happy to sing the end of lines of songs, known tunes or made up on the spot ones. Playing instruments freely, as well as dancing, is encouraged.\u202f\u202f <\/p>\n\n\n\n

Final destination: Inclusion<\/strong>\u202f <\/h3>\n\n\n\n

I started my journey as a teacher in 1993 as a peripatetic guitar teacher in Enfield. Since then, I have taught music in primary and secondary schools across state and private educational settings in England and elsewhere in the UK. I have also worked in several early\u202fyears\u202feducational settings, teaching music, art,\u202flanguages\u202fand extra-curricular activities. Across all these settings, the same principle has\u202fremained\u202fcentral: music can help teachers become more aware of, and responsive to, children with special educational needs. The guidelines below draw on this experience and offer practical ways to create inclusive, autism-friendly music lessons.\u202f\u00a0<\/p>\n\n\n\n

Teaching Music in Early Years\u202fincluding children with traits of\u202fAutism<\/strong>\u202f\u202f <\/h3>\n\n\n\n

As a music specialist, I would like to share the structure and content of a typical music lesson for a Nursery or Reception class in an autism-friendly environment.\u202f <\/p>\n\n\n\n

Use music when emotional dysregulation dominates the classroom, especially during the first few days at school. Music can build bridges that help children feel safe, connect with\u202fothers\u202fand begin to reach their full potential.\u202f <\/p>\n\n\n\n

Tip: Get yourself a cheap ukulele. I carry one with me everywhere (and I teach all subjects in secondary schools these days) There is nothing I can say or do that brings more joy to my classes that when I strum the chords of C, F and G to the Bamba or Jungle Book songs. And yes, I do get a smile from the autistic students at that point. They smile because they probably think I am a bit unconventional, perhaps a little different from most people they know.  But when they look at me, they have acknowledged me. The next time they see me, they will feel seen, recognised and safe.\u202f\u202f <\/p>\n\n\n\n

When teaching a performing art, what happens on the day, in the lesson and in the moment, is an irreplaceable experience.\u202fThis experience can be understood through what\u202fthe\u202fAncient Greeks called Katharsis,\u202for catharsis:\u202fthe purification of the emotions, especially pity and fear, through the arts (poetry,\u202fmusic\u202fand dance).\u202f <\/p>\n\n\n\n

\u2018The proof is in the pudding\u2019\u202fis an expression that means\u202fthe value, quality, or truth of something must be judged based on direct experience with it\u2014or on its results. As an EY practitioner, you will or will not be able to see the pudding, but you will be able to throw\u202fthe stone and create the ripple effect that will\u202ffacilitate\u202fthe process of future progress.\u202fPlease, do. It matters.\u202f <\/p>\n\n\n\n

Suggested\u202fMusic Lesson Structure<\/strong> <\/h3>\n\n\n\n