Kindermusik Teacher with Down Syndrome

The latest inspiring news I have seen today is about a teacher in Columbia, South Carolina. Her name is Bryann Burgerss. She is 22 years old and has Down syndrome. If she were in our area, I want Matthew and Elizabeth to be in her Kindermusik class!

Excerpts from the article:

Something that many would see as a difficulty, she turned into an inspiration.

Bryann brings something invaluable to her students.

"I always tried hard, and I always did my best. No matter what happens, I just keep on going and dust myself off."

Bryann is proof that with hard work, and a positive attitude, you can do anything.

Read the full article and watch the short video and be inspired.

Kindermusik

Sadly, today was the last day of Kindermusik for the semester, September to December. We're going to miss it next semester as we won't be re-enrolling with baby #2 on the way. I will continue to play the Kindermusik CD's at home though because Matthew enjoys the music so much and has very good memories of the activities done in class. As a Christmas and thank you gift, we gave his teacher a copy Gifts 2(the perfect Christmas gift!) autographed by my sister-in-law, Kristin, who wrote the essay about Matthew on page 240.

When we first started, Matthew liked watching the other kids but didn't necessarily interact with them. He listened to the music but didn't do the actions (clap hands, stomp feet, wiggle, etc) that the teacher was showing the kids unless he allowed me to do them hand-over-hand with him. He may not have been participating as actively as the other kids but he wasn't crying or fussing about being in the class. I took that as a good sign - that he just needed time to take everything in.

Repetition is key to learning for most kids. Repetition and frequency is even more important for Matthew and for most, if not all, kids who have Down syndrome. When he was more familiar with an activity, his participation level increased. So we listened to his Kindermusik CDs at home often, repeating the actions being taught in class.

As the semester progressed, his teacher and I noticed that Matthew was participating more and walking up to the other kids sometimes to touch their arm - his way of interacting with them. He was transferring certain skills learned from me and from his therapy sessions by following the teacher's directions without any prompting from me. This showed me how much he was maturing, how much he was processing in his mind and able to translate his thoughts into actions independently.

The class provided a relaxed setting for Matthew and I to bond through music and movement, give him the opportunity to interact with other kids close to his age, and learn to express himself through movements associated with the songs. Kindermusik has proven to be very beneficial to Matthew's social, emotional, and cognitive development. I'm so glad that we had the opportunity to be in the class.

Related posts:
Kindermusik Summer Program

Kindermusik Summer Program

After attempting a previous music and movement class and not quite succeeding, we're trying a different music class called Kindermusik. I had been eyeing it before but cost for the class during the regular schoolyear was a deterrent. In the summer though, they have a summer program that only goes for five days. This year, it's from June 8 to 12, from 10-11 am each day for kids 18 months to 3 years old.

The premise of the Kindermusik class, for those who are not familiar, is that the singing, playing, moving, and interaction in the ABC Music & Me class enhance young children's "emotional, social, physical, and cognitive growth. Inhibitions fall away, self-esteem grows, and social skills develop. Through moving, dancing, and playing instruments, children also develop muscle control and coordination. It helps children to learn how to learn and have fun while they're at it." It's really much like the goals of the other class.

Both Kindermusik and the other music class are good programs. The difference lies in structure and set-up. In Kindermusik, I stay with Matthew - sing the songs and move around with him - during the hour-long class. In the other class, he was assigned a buddy during the 30-minute class while I waited in another room. The fact that I stay with him is key for his success in the class - no melt-downs because of separation anxiety.

We've only attended one class so far but it already feels like a good fit for Matthew. He and I participated in most of the activities and it was a very positive experience for him despite being the only 20-month old toddler in the class who wasn't walking independently yet. He was also the only one in the class with special needs, ie Down syndrome. But no one seemed to know that except the instructor and a friend (and neighbor), who was in the class with her adorable little girl.

I prefer not to tell people who don't know us unless I think they should know or if I'm asked specifically. It's not because I dread any possible awkward reaction, but it's simply because I want them to get to know Matthew for who he is first, as Matthew, not "the Down syndrome kid". Many times I wonder if people who don't know us can tell at first or even second glance. Through my eyes, I think Matthew looks so much like me that the slanted eyes and flat nose bridge just seem like features he inherited from me and not from having an extra 21st chromosome.

If my eyes were a pair of eyeglasses, I'd happily lend them to everyone so they could see what I see when I look at Matthew -- a makes-me-laugh-drives-me-crazy-sometimes-heaven-sent-biter-smarter-than-he-lets-on-wonderful-wouldn't change him for the world-blessing little boy.