2024-11-08 13:20:00
It is a win-win system for the Bariquand-Alphand Medical-Educational Institute (IME) and the Menton conservatory, who signed an agreement on Monday, born from the desire to improve and professionalize the reception conditions of children with autism in an establishment dedicated to learning music. An important first step by the municipal structure in favor of disability, which moves in the direction of openness and knowledge of others.
Because if the specialized establishment of Garavan always works in the field of inclusion, its director Ahmed Ben Brahim, who welcomes this approach, believes that “society itself must move in this direction.”. “We ask a lot of effort from our young people in learning and social relationships. This project is a very good thing, because at the conservatory, they will be able to learn while developing relationships.”
Understanding learning processes
Also very satisfied, the director of the conservatory, Paul-Emmanuel Thomas, recalls the genesis of the project: “For several years, we have been contacted by parents who registered their children with autistic disorders without telling us, because they were generally rejected everywhere and we often found ourselves calling them in to try to find a solution. How to establish a connection with these young people? How to get them things? We were reaching the limits of our professional skills. So, rather than making decisions alone in our corner, we decided to go further and have someone help us understand the codes to achieve a learning process.” says the director of the conservatory, adding that “this agreement with the Bariquand-Alphand Institute is the opening point of an educational partnership, effective and relevant, for the reception of four children as part of an experimental phase”.
Welcome in an educational pair
Thus, four children – two are educated at the IME Bariquand-Alphand and two others are external – are now welcomed in an educational pair, made up of a teacher from the conservatory and a specialist educator from the IME.
“We built this cooperation with Ana Sanchez, neuropsychologist at the Institute, to determine the instruments to be favored and with the support of the City of Menton, which is keen to integrate disability”, specifies Paul-Emmanuel Thomas. Thus, two artistic disciplines were retained: singing and percussion (Michel Géraud, singing teacher and Pierre Andréis, percussion).
Furthermore, training activities for conservatory teachers were implemented in September with neuropsychologists and the psychomotor therapist from the IME. Two teachers are involved, but sixteen were present at the training.
A regular link will also be ensured between the educational and medical teams.
Boundary between norm and marginality
The mayor, Yves Juhel, admitting that “the municipalities do not do enough for the disabled”, stressed the importance of taking “inclusion” into account. Saluting “the spontaneous effort of conservatory teachers to understand disability”il “hope that this is just the beginning and that there will be more young people over the years. Thanks to music, we go even further…”
“There is already a waiting list for next year with high expectations from parents!”replied Paul-Emmanuel Thomas, who did not fail to express his artistic view on this project: “This will make us think about the question of norm and marginality. We are all conditioned by very normal results, but artistic life is the deviation from the norm. These human experiences, it is certain, will do us the greatest good.”
Ana Sanchez, neuropsychologist at IME Bariquand-Alphand, and Michel Géraud, singing teacher at the conservatory. Photo R.D..
Music as a means of expression for these young people
Neuropsychologist at the Bariquand-Alphand Institute, Ana Sanchez, is delighted with this partnership: “It’s a great exchange of skills between professionals, we will come and support the teachers of the conservatory on disability and autistic disorders. And this partnership will promote learning spaces for our young people. They will, of course, benefit from specialized courses, but they will also be able to make social connections, which is beneficial in the overall development of their person, but also for their autonomy in life. daily”, explains the specialist, who recalls all the beneficial effects of music on the cognitive and emotional part of each individual and on the interaction that it provokes.
“Music soothes and helps develop new brain connections, especially for people with autistic disorders, for whom communication is difficult. Many of our children can explain things through music, it is a means of expression Through this cooperation, we are not seeking to make academic returns, but the only objective is the well-being and development of our children, and above all that they make their choice.”
“It’s a gift for me at this level of my career,” enthuses Michel Géraud, singing teacher at the conservatory, who admits to having never been confronted with autism.
“I have always loved singing at the borders, and I hope to be fair in my reactions to provide these young people with the best response possible. I also hope to be a link in their learning. I don’t have any lessons yet established, only the desire to make sounds at first and to get to know them in order to bring them something through music.”
Zeina will benefit from this partnership with the Menton conservatory. Photo R. D..
“Zeina likes to play with her voice”
Mahmoud Rambouk is the father of Zeina, 9 years old, who is one of the four children to benefit from this partnership. Attended a Ulis class (Localized Unit for Educational Inclusion) at the Anne-Frank school in Menton, Zeina likes to sing in French and Arabic. “She really likes to play with her voice, she does imitations at home… She started with the flute at the conservatory which welcomed her and guided her from the start. This year, she will start singing. What “What we mainly expect is for her to have fun, to have fun and to flourish.”
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Ng teacher at the conservatory. “Being able to work with these young individuals, understanding their unique ways of expressing themselves through music, is incredibly rewarding. It’s not just about teaching them how to sing; it’s about connecting with them, finding pathways of communication that might not exist otherwise, and helping them thrive in an environment that often feels exclusive.”
The initiative represents a significant step forward in the inclusion of children with autism into the community through the arts. By formalizing this partnership, both institutions aim to foster a deeper understanding of the learning processes that can benefit these children and create a more inclusive educational environment.
The collaboration not only enriches the experiences of the children involved but also expands the skill set of the educators, who are learning new approaches to teaching and engagement that consider the specific needs of autistic learners.
this partnership highlights the transformative power of music as a means of expression and connection for children with autism, paving the way for more inclusive practices in arts education. It signifies a dedication to seeing each child as an individual with unique potentials, deserving of the same opportunities for creativity and social interaction as their peers. As the program evolves, it holds the promise of inspiring other institutions to adopt similar inclusive strategies, shaping a more equitable and compassionate educational landscape.
