Many years ago, I raised my voice at a student for repeatedly playing the wrong notes in the upper register. I didn’t understand why he always made mistakes there. Months later, after I praised him for finally playing that passage accurately, he told me, “Finally I can hear these notes.” I then learned he had been undergoing a cochlear implant process during that time — he simply could not hear the higher frequencies.
Another student often played something different from what was written on the score. One day I placed a transparent coloured sheet over her music and she immediately said, “The coloured sheet stops the notes from moving around.” That was when I understood what reading looked like through her eyes.
The first student was born partially deaf.
The second has dyslexia.
Both reminded me that ‘what they hear is not what I hear, and what they see is not what I see.’
Today, that boy has completed his Grade 8, and the girl is now preparing for Grade 7. Their progress shows that students with disabilities can achieve high levels in music, but they may need more time, different strategies, and a great deal of patience along the way.
I have a deep respect for the parents who support these students. Their patience, consistency, and willingness to collaborate make a significant difference. I also admire the students’ resilience. When you cannot fully hear what you are playing, or when the notes on the page appear unstable, learning an instrument becomes a much bigger task. Yet these students continue to show up, practise, and improve.
This kind of persistence builds character. Over time, children who overcome sensory or cognitive challenges develop problem-solving skills, adaptability, and determination. These qualities can benefit them far beyond music lessons and well into adulthood.
History offers examples of how individuals navigate disabilities.
For instance, Beethoven composed Symphony No. 9 after losing much of his hearing — relying on his internal sense of sound. Tom Cruise, who has dyslexia, learned to convert words into mental images, allowing him to remember scripts more effectively. These examples remind us that limitations can be managed or worked around, and we should not underestimate human potential.
Over the years, I have taught students with autism, Asperger’s, and other developmental conditions. Some completed Grade 8; others stopped earlier. Regardless of the outcome, the opportunity to learn was valuable.
Today, more children are being diagnosed with conditions such as: Autism Spectrum Disorder (ASD), Global Developmental Delay (GDD), Intellectual Disability, Down Syndrome, Cerebral Palsy, Dyslexia, Dysgraphia, Dyscalculia, Nonverbal Learning Disorder (NVLD), Apraxia of Speech, Deafness, Auditory Processing Disorder (APD), and Visual Impairments… the list goes on.
Some children are fortunate enough to receive support from schools and specialists; others are not, often due to limited awareness or acceptance.
Parents play a crucial role. Some struggle to accept the diagnosis and decline support, which can make future challenges harder. Others acknowledge the situation early and allow their children to receive accommodations, teacher aides, and interventions that make a meaningful difference.
Instrumental teachers, through one-to-one lessons, often notice early signs when tasks that are easy for most children are unexpectedly difficult for them. This places us in a unique position to observe, support, and communicate concerns constructively.
Having a neurotypical child is a blessing, but having a child with disabilities is not a defeat. These children learn to adapt and overcome from a young age. With the right guidance and opportunities, many of them grow into capable, resilient individuals who contribute meaningfully to society.