Caledonia — Some of the most fun learning for students at Paris Ridge Elementary happens when they’re dancing.
Thanks to a grant from the Caledonia Education Foundation, Paris Ridge’s autism spectrum disorder program included weekly music therapy, with a music therapist from the Franciscan Life Process Center in Lowell.
Music therapist Alaina Alvarez guided first- through fourth-grade students through exploring rhythm, moving their bodies to music and trying out different instruments.
Speech pathologist Melanie Heffner said Alvarez followed the same routine of songs and activities during her visits, so the students knew what to expect and could relax into the experience.
“They have loved this,” Heffner said, beaming. “(Alvarez) brings everything she needs and adapts activities based on what students respond to.”
During her final visit at Paris Ridge, Alvarez moved between her guitar and changing the song on a bluetooth speaker, passing out or collecting students’ instruments.
‘They’re learning how to connect with others, and it doesn’t have to be the mainstream ways.’
— speech pathologist Melanie Heffner
Joyous reactions to the songs were met with a smile and encouragement from the therapist, as well as the special education teachers and paraprofessionals in the classroom.
If a student didn’t vibe with an activity or song, Alvarez didn’t miss a beat and found a new way to engage them or gave them space.
Student Lucas said he liked “the big drums,” when “Miss Alaina” passed drums in different shapes and sizes around the circle. He danced alongside his classmates while Alvarez strummed her guitar.
“I like music, and the drums and guitar,” he said.
One of his classmates, Liam, channeled his energy to bang on a drum with beads inside, which made a sound like falling rain.
Heffner called it “really special” that the group of students got to engage in music therapy during their regular school day.
“They feel the music in their very soul, and it helps them relate to the world,” she explained. “They’re learning how to connect with others, and it doesn’t have to be the mainstream ways.”
She added, “Even if they’re just shaking the tambourine a little bit, they’re growing their abilities to sit, listen and enjoy being in the classroom space.”
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