Tag Archives: special needs

Singing Samples

Singing Samples

The following five recordings are not folklore. These are video and audio recordings sent in by parents of either their children or them singing to their children.

Informant Information:

Mary Kate resides in Andover, Massachusetts. She has a daughter who has an undiagnosed developmental disorder. Her daughter is nine years old and participates in the” My Own Voice” choir, a choir for children with special needs in Andover.

Pam is from Andover, Massachusetts. She has a seven-year-old daughter with Down Syndrome who participates in the “My Own Voice” choir, a choir for children with special needs in Andover.

Linda is from North Reading, Massachusetts. She has a thirteen year old son with autism who has been in the “My Own Voice” choir since its very founding four years ago.

Type of Lore: Not Applicable

Language: English

Country of Origin: United States of America

Social/Cultural Context: 

The following recordings show how music is used in typical home life for these children and their families. The first demonstrates a mother singing her daughter to sleep, a lullaby is not an uncommon practice, but typically is not performed when the child is nine years old. The singing of the lullaby helps Mary Kate to connect with her daughter, who is non-verbal. The second demonstrates a child singing to her mother before bed. This girl with Down Syndrome is able to use the music to express herself, which is typically difficult for her to do with conventional language. These two recordings share the aspect of being popular songs.

The last three recordings are of Linda’s son, he over the years has found a way to express himself through songs that he writes himself. They do not have particularly advanced tunes or lyrics, but it allows him to be creative with his own thoughts when typical communication is difficult.

Sample 1: Mary Kate singing her daughter to sleep (2016)

Sample 2: Pam’s daughter singing to her at bedtime (2016)

Sample 3: Linda’s son experimenting with Rap part 1 (2014)

 

Sample 4: Linda’s son experimenting with Rap part 2 (2014)

 

Sample 5: Linda’s son’s Mother’s Day video (2016)

Collector’s comments:

While as we said before these videos are not recordings of folklore, we think that these exhibit very important examples of these children trying to both make sense of their surroundings and communicate in their own individual ways. This is especially seen in the last three clips. These videos were taken a few years apart, and it is apparent how much progress that Linda’s son has made in creating his songs. The last clip is especially touching, it is a song that Linda’s son wrote for her for Mother’s Day, a truly unique gift that he made in an attempt to express his gratitude for her.

Tags/Keywords: Special Needs, Autism, Down Syndrome, Music, Songs, Sleep, Communication, Family

Story 4: “Support Networks”

Support Networks

Informant Information:

Cathy has a daughter who has Down Syndrome. She is fifteen years old, and has recently joined  the “My Own Voice” choir. “My Own Voice” is a choir for children with special needs in Andover, Massachusetts. 

Type of Lore: Not Applicable

Language: English

Country of Origin: United States of America

Social/Cultural Context: This story again is not folklore, but it is a touching story about the kinds of support that newly special needs family receive upon learning of a diagnosis from friends, family and providers.

Informant Comments:

When I found out [my daughter] had Down Syndrome I was 18 weeks pregnant.

I had an ultra sound that showed a heart defect.  I had an amnio that day. A few days later we got the news that [she] had Trisomy 21.

I reached out to two friends I had that had siblings with Down Syndrome.

They were both very positive and loved their siblings very much.

They had both lost their sibling with DS from illness. One from a heart defect that could not be repaired at the time he was born. They can now repair that heart defect😊

That friend said to me ” I won’t judge you but I know you will love that baby”. She also told me about how her brother with DS cheered her up when she was a teenager crying or upset about silly teenage stuff.

The other friend told me also about fond childhood memories of her sister with DS.

When I told a man on the board I am on (Board of Assessors), he said ” I have a cousin with DS. She always played with us just like my other cousins”.

[My daughter] is 15 years old , but those are the supportive responses I remember the most😊

I could not forget to mention Dr Allen Crocker at Childrens Hospital Boston.

He was a strong advocate for Children with Down Syndrome.

He met with us prenatal and spoke ok the positive things we would experience . He said we would never have to worry about drinking or drug abuse issues 😊

 

Best Regards,

Cathy

Collector’s Comments: 

We know that this is not folklore because this story involves individuals talking about other individuals in their families, but we do believe that it is significant how other people were so forthcoming with their stories of support and stories of their own siblings and experiences with the disorder. There is a theme in this of how people stressed the attributes of their family members that conveyed how those members of their family experienced many things as typical children do; all families face challenges with their children, those with special needs just have a different set of problems than most.

Tags/Keywords: Special Needs, Children, Down Syndrome, Story, Expectations, Health, Support

Story 3: “Exceeding Expectations”

“Exceeding Expectations”

Informant Information:

Jeanette has a son who has Down Syndrome. He is nineteen years old, and has been a member of the “My Own Voice” choir for a few years. “My Own Voice” is a choir for children with special needs in Andover, Massachusetts. 

Type of Lore: Not Applicable

Language: English

Country of Origin: United States of America

Social/Cultural Context: This story again is not folklore, but it is a kind of story that often has a shared sentiment among special needs families. These more personal stories are typically shared individually or with close friends of the family.

Informant Comments:

 Prom - The Whole Prom Crew

I have more than 19 years of stories!

The most recent that was especially heartwarming to me:

[His] 5th grade general education teacher had each of his students write a letter to her or his future self, the letter to be mailed to the students as they were preparing for high school graduation.  [He] received his letter last week.  In the letter, [He] spoke of friends who are still his friends today, and future plans.

I am happy to report that [his] closest friends from 5th grade are still his friends today.  Additionally, his circle of close friends has expanded.    The attached picture includes friends from 5th grade and newer friends, all of whom will likely be friends for life.

[His] goals included working in his best friend’s bookstore and becoming an artist.  His best friend has changed his goal from owning a bookstore to working in a library or bookstore, a vocation that is well-suited to his personality and skill sets.  [He] has taken art classes throughout middle school and high school, and in the fall he will be taking a drawing class (for credit) at MassBay Community College.  His artistic passion will serve him well as a pre-school teaching assistant or patient relations representative in a hospital pediatric unit.  I’m confident that both will be jobs yielding a competitive compensation package, including benefits.

When I found out in-utero that I my son had Down syndrome, I had 3 concerns:

  •  Would he be healthy
  •  Would he have friends?
  •  What kind of future would he have?

I am happy to report that he is healthy, he has a close-knit circle of friends, and he has a bright and happy future doing things he is passionate about.  What else can any mother ask for her child?

Collector’s Comments: 

We found that similar to Story 2, this story relayed similar sentiments addressed in the Holland Poem. Families who have a special needs child often redefine their expectations for their children, and are then even more astounded by their accomplishments. Additionally, many people who find out that their child has special needs for the first time or is outside of the special needs community often do not hear these tales of triumph and achievement. We feel very fortunate to have been trusted with this submission.

Tags/Keywords: Special Needs, Children, Story, Leadership, Expectations

Story 2: “Leadership Values”

“Leadership Values”

Informant Information:

Jeanette has a son who has Down Syndrome. He is nineteen years old, and has been a member of the “My Own Voice” choir for a few years. “My Own Voice” is a choir for children with special needs in Andover, Massachusetts. 

Type of Lore: Not Applicable

Language: English

Country of Origin: United States of America

Social/Cultural Context: This story again is not folklore, but it is a kind of story that often has a shared sentiment among special needs families. These more personal stories are typically shared individually or with close friends of the family.

 

Informant Comments: 

Angelina,

I’m going to take a stab at this.  This is one of my favorite stories about [my son].  Feel free to pare it down if it’s too long or to let me know if I need to make changes so it’s meaningful to your project.

A few years back, when he was 15 years old, [he] attended a summer day camp program in which he was the oldest child there, and one of only a couple with intellectual disabilities.  [He] had attended this summer program since he was 8 years old, so he was a senior camper and really knew all the routines.  Two days a week, the campers travelled by bus to an indoor pool to swim.  [He] always sat with a very young child named Mitchell (not his real name).  Mitchell was a very active child, but when he was with [my son], he was always compliant and very well behaved.  One day, [he] had an early morning appointment and we dropped him off at the pool later.  The camp counselors were very happy to have [him] there for the ride back to camp because Mitchell had been pretty tough to deal with on the way to the pool that morning.  The ride back was much more calm because Mitchell had his mentor and role model there.

In my family we value intellect and leadership.  [My son] has Down syndrome; so, he has intellectual disabilities.  This was the first time I ever thought of my son as a leader and role model to others.  I had an amazing feeling of pride.

Since then, I have experienced his leadership first hand when we are home for the holidays and he is monitoring the play among his younger cousins.  They are old enough to realize their cousin has special needs, but because he’s older, they respect and look up to him as a role model.  When he tells them they need to take turns and that they need to be nice to one another, they listen and respond well. My siblings have noted this as well.

I’ve always been told that it’s important that [he] have access to “typical” peers to model age appropriate behavior for him.  It never occurred to me that he could be a leader and role model to others and that they would learn appropriate behavior from him; nor did it occur to me that this passion could potentially lead to a fulfilling job or volunteer opportunity as an adult.

Jeannette

Collector’s Comments: 

We found this story relayed similar sentiments addressed in the Holland Poem. Families who have a special needs child often redefine their expectations for their children, and are then even more astounded by their accomplishments. We feel very fortunate to have been trusted with this submission.

Tags/Keywords: Special Needs, Children, Story, Leadership, Expectations

Story 1: “Following Instructions”

“Following Instructions”

Informant Information: 

Terry has a son who has Down Syndrome. He is twenty years old, and has been a member of the “My Own Voice” choir for several years now, and still participates. “My Own Voice” is a choir for children with special needs in Andover, Massachusetts.

Type of Lore: Not Applicable

Language: English

Country of Origin: United States of America

Social/Cultural Context: Little stories such as these are shared often throughout the community, similar to how parents share mishaps regarding their typical children as well. These are often given as cautionary tales.

Informant Comments: 

Dear Angelina,

So nice to hear from you!  We were in the process of packing up to move when we received your email telling us about the project you are working on.  We have been in our new home just over one week and this is the first time I am opening and responding to them.  

What a fun project!  So, Brian and I were just talking about how Joshua has viewed or understood a particular thing and we recalled a time when:

[He] was, maybe, 10 years old, and he had his first Gameboy and was playing Ratatouille.  He was mixing together all the ingredients for the recipe needed for the game and putting it into a baking pan.  Well, next, it needed to be “cooked”. The Gameboy, along with the game of Ratatouille, recipe ready, was placed into the microwave and turned on for cooking!  How could we feel anything except, grateful that the only things that did not survive were the Gameboy and the microwave, and compassion for [our son], and a greater “SENSE” of humor.

Life can be taken too seriously.

We hope you will enjoy this little story.

Collector’s Comments: 

While this story is entertaining, we have determined that it is not folklore. This is a story about an individual child told by his mother. What is significant in the characteristic of this particular story, though, is how it all hinges on this child’s interpretation of instructions literally, which is a view of the world that many, many people with special needs share.

Tags/Keywords: Literal, Stories, Children, Special Needs, Down Syndrome

 

Music as Communication among Peers

Music as Communication among Peers

Informant information:

Mary Kate resides in Andover, Massachusetts. She has a daughter who has an undiagnosed developmental disorder. Her daughter is nine years old and participates in the” My Own Voice” choir, a choir for children with special needs in Andover.

Type of lore: Customary

Genre: Children’s Folklore

Language: English

Country of Origin: United States of America

Social / Cultural Context:

Mary Kate and Neal’s daughter cannot speak even though she is now nine years old as a result of an undiagnosed developmental disorder. Among the challenges this presents, she often has a difficult time connecting with her peers. This video captures how she and her peers created a methods of sharing a common act on a daily basis.

 

Informant’s comments:

The “typical” girls that [our daughter] is friends with at school also use music and songs to connect to her. They make up dances to show the teacher and even have a secret handshake which is really an elaborate high five routine with some dance moves and a sing songy recital of the moves. I would say this is the most included that [she] has been in the classroom in a long while and it is through music and movement.

Collector’s comments: 

This seems to be a piece of true children’s folklore, the girls work on songs, dances and routines like this together. What makes this particular one special is how it is in an effort to communicate with the girl who has special needs in a way that she is capable of reciprocating. At the end of the video one girl raises her hands and begins to shake them, which symbolizes applause in American Sign Language.

Tags/Keywords: Music, Communication, Custom, Special needs, Children, Dance, American Sign Language

Music as Communication in the Classroom: “Days of the Week”

“Days of the Week”

Informant information:

Lauren Grant is a 20 year old woman from Andover Massachusetts. She attends school at Quinnipiac University in an occupational therapy program. She has worked at the Recreational Education Center, an after school and summer care program for children with special needs, for the past four years. She has sent some examples of songs that the teachers use to engage with the students during “circle time”.

Type of lore: Verbal

Language: English

Country of Origin: United States of America

Social / Cultural Context:

At the Recreational Education Center in Peabody, Massachusetts, an after-school and summer care program for children with special needs, the following songs are sung by teachers of children with special needs in order to engage with the students. The students sing these songs along with the teachers. They are sung during “circle time”, which is an activity in which the the entire day center joins together, and all of the kids and teachers do an activity together instead of working one-on-one. It is a period for learning and socializing.

Transcript: 

Days of the week *clap clap*

Days of the week *clap clap*

Days of the week, days of the week, days of the week *clap clap*

There’s Sunday and there’s Monday,

There’s Tuesday and there’s Wednesday,

There’s Thursday and there’s Friday,

And then there’s Saturday!

Days of the week *clap clap*

Days of the week *clap clap*

Days of the week, days of the week, days of the week *clap clap*

Informant’s comments:

This song is sung to the tune of the “Addams Family” theme song.

Collector’s comments:

We categorized this piece of folklore under verbal lore because it is sung. This song is authorless, it also contains repetition and rhyme for easy memorization. This song is specific to this center for children with special needs. Such a simple concept as the names and sequences of the days of the week can be difficult for these children to grasp, which is why the song was created. This song especially has clapping in it – this invokes interaction from the children and helps develop a communication channel between them and their teachers.

Tags/Keywords: Song, Music, Special needs

Music as Communication in the Classroom: “What’s the Weather?”

“What’s the Weather?”

Informant information:

Lauren Grant is a 20 year old woman from Andover Massachusetts. She attends school at Quinnipiac University in an occupational therapy program. She has worked at the Recreational Education Center in Peabody, Massachusetts, an after school and summer care program for children with special needs, for the past four years. She has sent some examples of songs that the teachers use to engage with the students during “circle time”, a special period of peer-oriented activity in the course of their day.

Type of lore: Verbal

Language: English

Country of Origin: United States of America

Social / Cultural Context:

At the Recreational Education Center in Massachusetts, an after-school and summer care program for children with special needs, the following songs are sung by teachers of children with special needs in order to engage with the students. The students sing these songs along with the teachers. They are sung during “circle time”, which is an activity in which the the entire day center joins together, and all of the kids and teachers do an activity together instead of working one-on-one. It is a period for learning and socializing.

Transcript:

What’s the weather,
What’s the weather,
What’s the weather like today?
Is it sunny, is it cloudy?
What’s the weather like today?

Informant’s comments:

This song is sung to the tune of “Oh my Darling Clementine”.

After the song is performed, “one of the children is picked to describe the weather. They are given choices of hot, cold, sunny, cloudy, rainy, windy or snowing. They point to or pick up signs and leave them on the board for the rest of the day.”

Collector’s comments:

This folklore is important to children with special needs because of the way it teaches them about the weather and helps them to communicate. It has a clear purpose, which is to help the children learn another complex topic that is difficult for them to comprehend. This song is authorless, taught to the children by their teachers, and uses a lot of repetition, participation and images to keep the children engaged.

Tags/Keywords: Song, Children, Special needs

Music as Communication in the Classroom: The Beginning and Conclusion of “Circle Time”

The Beginning and Conclusion of “Circle Time”

Informant information: 

Lauren Grant is a 20 year old woman from Andover Massachusetts. She attends school at Quinnipiac University in an occupational therapy program. She has worked at the Recreational Education Center, an after school and summer care program for children with special needs, for the past four years. She has sent some examples of songs that the teachers use to engage with the students during “circle time”.

Type of lore: Verbal

Language: English

Country of Origin: United States of America

Social / Cultural Context:

  • At the Recreational Education Center in Peabody, Massachusetts, an after-school and summer care program for children with special needs, the following songs are sung by teachers of children with special needs in order to engage with the students. The students sing these songs along with the teachers. They are sung during “circle time”, which is an activity in which the the entire day center joins together, and all of the kids and teachers do an activity together instead of working one-on-one. It is a period for learning and socializing.

“The Introduction Song”

Transcript:

“An Introduction Song”
It’s very nice to meet you,
Have a great, great day!
It’s very nice to meet you,
And this is what we say!
Shake my hand, shake my hand, shake my hand!

“Circle time is over”
Circle time is over now, over now, over now!
Circle time is over now,
It’s time for <insert next activity>

Informant’s comments:

Lauren stated that the first song is used as an “introduction song”

The second is sung at the end of circle time, to the tune of London Bridge is Falling Down. This song is used primarily as a transition into the next activity, which can be snack time, free-play, individual learning, etc.

Collector’s comments:

We categorized these pieces of folklore under verbal lore because they are sung. This folklore fits under the category of folklore from families with children with special needs because the children with special needs sing these songs along with their teachers. These songs are also authorless. They contain repetition and rhyme for easy memorization. These songs are specific to this center for children with special needs because of how they’re used on a daily basis. Transitions are often difficult for children with special needs to navigate, and the employment of these simple, repetitive songs at the beginning and conclusion of every “circle time” serves to signal to the children when they can expect a change.

Tags/Keywords: Song, Music, Special needs,

Music as Communication within Families

Music as Communication within Families

Informant information:

Mary Kate resides in Andover, Massachusetts. She has a daughter who has an undiagnosed developmental disorder. Her daughter is nine years old and participates in the” My Own Voice” choir, a choir for children with special needs in Andover.

Type of lore: Customary

Language: English

Country of Origin: United States of America

Social / Cultural Context:

Mary Kate and her husband Neal often sing to their daughter as a way to communicate with her. Other people in their daughter’s life use this technique as well, since her developmental disorder makes it more difficult for her to communicate using spoken language.

This use of music as a form of communication was something we found to be consistent across many families with children who have special needs.

Informant’s comments:

Music has always been used by many people in [our daughter’s] life to communicate and interact with her. As you do with all babies, Neal and I sang to [her] as we cuddled and held her close to sooth and help her sleep. [Her] grandmothers also did the same thing when holding her close. What is unique with [our daughter] is that even though she is almost 10 years old we still do the same thing.

[She] often times still drifts off to sleep with the “soothing ” tones of me or Neal (and trust me we cannot sing) in her ear. The songs vary based on her mood and how long we are singing. Neal and I both sing songs that we heard from our parent. We sing songs from movies and musicals ­ right now Mary Poppins is a preferred choice. We make up songs to melodies that she knows and use current information to keep her engaged such as what happened that day or what is happening in the future. I even sing commercial ditties ­ the oscar mayer wiener song is popular as is the oscar mayer bologna song.

Songs can be used as a reward as well. [She] has a token board at school and if she complies with the rules and expectations she receives positive marks throughout the day. If she receives enough checks she earns the opportunity to pick something from the treasure chest. When she gets in the car at parent pick up, if she has a good day (earned treasure chest) I sing this song… I’m proud of you. I’m proud of you. I hope that you are proud of you too! [Our daughter] loves this and beams while I am singing. Honestly, 99% of the tangible rewards from the treasure chest are forgotten and returned to school. She really is motivated by the song.

Collector’s comments:

We found this behavior of communicating through song to be a piece of customary folklore because it was something we saw consistently used across multiple families with children with special needs.

Because of the unique nature of certain developmental disorders, we saw the use of music to be an effective mode of communication between parents and their atypical children. This mode of communication is customary because of the way that parents of children with special needs share this technique with each other.

Tags/Keywords: Music, Communication, Custom, Special needs, family