As a special needs music teacher, my greatest joy is creating opportunities for my students with profound and complex learning needs to explore their own playing and vocalising capabilities through music. For many of these students, traditional music activities require dexterity and verbal capabilities that are unavailable to them. Often, their musical experiences are passive—listening to music that is played to them, or perhaps having someone move their body for them, either to play a drum or percussive instrument or to be moved around while music plays.
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