Zero to Full Time: School Settings with Mary Altom, MT-BC
Number of CMTEs:3
Length of Access: 2 months
Zero to Full Time: School Settings is a course designed for music therapists looking to develop or expand a music therapy program in a school setting. Mary Altom, MT-BC uses her seasoned experience working with children with special needs to bring you helpful and practical skills to apply to your clinical work.
This course focuses on creating a successful music therapy program utilizing your clinical strengths as well as those of the school, staff, and community. With five other board certified music therapists also sharing their collective knowledge and expertise of music therapy in a school setting, you will attain skills of assessment, treatment, and evaluation relevant to understanding and handling IEPs. Through informative videos and insightful handouts, this course addresses how you can leverage resources available to you to maximize the success of your program and benefit your school setting clients with music therapy.
My oldest son, Camden, is 6YO and has autism. The majority of his initial language has come through music. I had asked his teacher about the MT program for a couple of years with not much feedback. During Camden’s kinder year, we got on Mary’s list for a MT evaluation. Reading her evaluation was truly therapeutic for me. I was in tears, as it validated everything that I saw in my son regarding how he responds and learns from music. It did my heart good to discover that someone else was able to see what I saw. Mary has been a joy to partner with in the school setting. ~ Candace, parent of a child with Autism.
The past two years I have learned so much working in the school setting with Mary. I signed on to work with 3 separate school districts. The biggest struggle I had as a new Music Therapist was trying to align each district’s policies and procedures. One of the school districts I worked with required different documentation than the others. Children’s files would often be misplaced, especially as the staff turnover was high. Mary and I both worked together on locating clients, missing paperwork, and ensuring that certain clerical errors were fixed. I had to work quickly and efficiently to keep up with my caseload. Though I had some experience in goal and objective writing, I learned more throughout the two years how to write goals that were actually measurable overtime. Mary, as the clinical manager of our company, would often assist in writing clear and concise goals and objectives for me to work on with my clients as well, which provided a framework for me as I prepared for each client’s IEP meeting. ~ Vicky, an MT-BC in the school setting