I’m a lifelong pianist, piano teacher since 2008, teacher trainer, studio owner, author of the Milestone Method, and the founder of Notable. I teach piano full-time in the SF Bay Area, California, in my studio of 50+ students, and almost all of them have disabilities or special needs.

Like you, I stumbled upon this niche by happy accident. Being a lifelong learner, I was captivated by the challenge of figuring out how to teach this growing population of students who were either puzzled or were largely ignored by modern pedagogy. I was also, at times, completely stumped.

After years of trial and error with countless workshops, courses, forums, methods, and Pinterest experiments, I developed a system for effectively teaching students with special needs. Since I’m only one person, I felt compelled to share what I know with as many teachers as possible so we can reach the millions of potential students who still haven’t been given the opportunity to learn music.

Why should you start from scratch, when I can pass on proven methods that will make your life easier and fill your studio with smiling students?

IT IS MY MISSION TO DEMYSTIFY TEACHING STUDENTS WITH SPECIAL NEEDS AND SAVE YOU YEARS OF TRIAL AND ERROR BY GIVING YOU THE TOOLS AND ROAD MAPS YOU NEED, RIGHT NOW.

It turns out that many of my students had some degree of dyspraxia.

“Dyspraxia” covers a range of disorders that affect one’s ability to plan, process, and perform motor tasks. In other words, people with dyspraxia have trouble getting the body to do what they want, when they want.

Being a disorder of movement, it can affect things like whole body coordination (like walking, jumping, or catching a ball), fine motor movements (like using scissors or playing the piano), and spatial awareness.

Perhaps less obviously, it can also affect speech. After all, speech is ultimately a complex motor function.

BUT... dyspraxia doesn’t affect intelligence. It can cause problems with perception and concentration, and it can cause speech to be jumbled or even impossible for some, but it does not affect intellectual ability.

Of course, not all of my students had dyspraxia. But this realization opened me up to the idea that many students were being underestimated and not being given a chance to succeed.

I realized that I needed to trust that my students could understand what I was telling them (given that it was appropriate for their age and level), even if they couldn’t execute it or demonstrate their understanding quite yet.

Once I learned to relentlessly presume competence in my students, I could focus on addressing dyspraxia and whatever other physical, emotional, or executive functioning challenges that prevented them from learning piano in “traditional” ways.

I could stop boring them to death with endless repetitions and insulting their intelligence by color-coding everything or talking in a loud baby voice. 

I could respect them as intelligent individuals, and they could respect me as someone who “gets” them. 

Most importantly, I could figure out concrete and practical ways to get their hands playing the piano.

These methods aren't just for students with dyspraxia.

They're not exclusive to a specific diagnosis like autism, ADHD, Down Syndrome, or something else.

The information in this course can be applied to a huge range of needs, abilities, and levels.

What's included?

Everything above is yours for $399 or

three monthly payments of $149.

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