Families of Diverse Needs children in BC Need Your Help!

• Today, children in British Columbia under the age of six who have been diagnosed with autism are not granted government funding for music therapy services.
• It's important to note that there are many other communities of children with diverse needs, including those with ADHD, FASD, and more, who not only lack adequate support but are completely unserved.
• None of these children are currently eligible to access the developmental growth and life-improving benefits offered by music therapy services.

Due to the lack of adequate funding, many families face financial barriers that prevent them from providing these essential services for their children. As a result, these children are unable to participate in highly effective programs and services.

In this time of reflection and reset, as the British Columbia government assesses ways to enhance the quality of life for children in the province, it is imperative to consider music therapy as an integral part of this needs-based, quality of life framework.

Music therapists are highly qualified professionals who adhere to governing bodies for accreditation and board certification. Music therapy has the potential to significantly enhance the quality of life for children in British Columbia!

We ask you: Ministry of Children and Family Development (MCFD) to consider and implement the following:

• Fund music therapy services for all children with diverse needs: - under age 6 (autism, FASD, ADHD, and other diagnosis)            - over age 6 (for other diagnosis besides autism).

The Power of Music- A story told by an accredited BC Music Therapist

When Henry, a non-verbal seven-year-old with autism, first entered my music therapy studio, he struggled with impulse control and self-regulation. He would gaze aimlessly out the window, disengaged, or anxiously scream and collapse on the floor. Meeting him in the music became crucial.

Deep rhythms proved to be a calming presence. I would join him on the floor, lying beside him, holding a large buffalo drum above our heads. As I beat the drum and sang simple phrases incorporating his name, he would reach out to touch the drum’s skin. The deep vibrational pressure was soothing, capturing his interest and gradually helping him regulate.

Over time, he began vocalizing along with the rhythm, initiating back-and-forth musical conversations. Sometimes, he extended his feet to touch the drum, embracing the vibrations. Smiles and increased vocalization became the norm. I introduced words into our musical interactions.

After several months, Henry achieved a remarkable milestone: he could remain regulated for the entire session, trusting the established routine and our relationship. He even started uttering words during our sessions, spotlighting the transformative power of music for him.