Neurodivergent-Affirming Instruction (ADHD & Autism)

We recognize that students with ADHD or Autism may thrive with:

• Clear structure and routine during lessons

• Visual supports (e.g., charts, timers, color-coded music)

• Flexible lesson pacing and movement breaks

• Executive function coaching, such as help with practice planning

• A nonjudgmental, patient environment that honors stimming and sensory needs

Parker supports both verbal and non-verbal communicators and welcomes communication styles that work best for the student (speech, AAC, gestures, etc.).

Physical Accessibility & Adaptation

For students with physical disabilities (e.g., limited mobility, limb differences, or fine motor challenges), we may:

• Adjust fingering, hand positions, or use one-handed repertoire

• Modify or simplify technical exercises

• Use adaptive equipment as needed

• Allow for alternate notation, such as chord symbols or color systems

Parker is happy to coordinate with occupational therapists or physical therapists when appropriate to ensure a supportive learning plan.

Studio Accommodations & Collaboration

Parker invite parents, caregivers, and students to share any relevant information that will help us support learning, including:

• IEP/504 plan summaries (if available)

• Sensory preferences or aversions

• Attention or transition strategies that work well

• Medical or physical needs related to lesson setup

We approach each student as an individual. Progress may be measured in confidence, consistency, or self-expression as much as in technical skill. Parker’s goal is musical joy, not conformity.

Communication & Ongoing Support

Parker strives to maintain open communication with families to adapt strategies as students grow. If at any time a new need arises, Parker will collaborate to adjust his approach accordingly.

If you'd like to discuss adaptive options before beginning lessons, please reach out—Parker is here to help every student flourish.