Some disabled students may require additional and specific support in order to enjoy and fully participate in school concerts. This blog post discusses some important types of accommodations to consider.

Music notation does not need to include treble clef and quarter notes. Here are some ideas for other ways to visually represent music for enhanced access.

We know there is a strong desire for a pre-packaged adaptive music curriculum, but we don’t think it’s possible to create one because adaptive music is by definition highly personalized to its students.

Some students don’t have the physical ability to grasp and play two claves at the same time. Here is how we made a one-handed adaptive clave holder from $5 of materials.

How do we include students with high support needs in school concerts? We create spaces and experiences where they belong, thanks to alignment with their interests and abilities.

Visual schedules are total game-changers for some students with anxiety and social differences. Learn why.

Musical tickles can be a great way to engage children in a developmentally-appropriate way, but it must be done with extreme care.

Why we use culturally diverse music and write bilingual songs for students who have high support needs.

What is Neurodivergence Affirmation? What does it look like in music classrooms? What makes it hard to implement? What do we do about the challenges?

Adaptive guitar picks can be useful not only with physical skill differences but also sensory, attentional and social differences. Here are two types that we make ourselves and use.

It’s worth strumming a guitar, ukulele or autoharp with some of your classroom activities, even if you’re not a seasoned strings player. Here’s why.

A charming and catchy short song with many uses: steady beat, instrument exploration, simple harmonic accompaniment, expressive movement, and decoding quarter notes and eighth notes like in Conversational Solfege Unit 1.

Hello songs are an indispensible method of creating routine and predictability and sense of safety in music class, but we don’t just sing hello at kids. Here’s how we engage them.

More information about our content and delivery approach. This information may be useful in helping you decide whether we would be a good fit for your learning needs.

A detailed description of our most popular professional development session.

When in doubt, we always fall back on these three words to guide us in the classroom.

Clarifying who is among our student population and why we use the words that we do to describe them.

Everything you need to know about making effective, durable choice cards.

Choice boards don’t work for all students. Adding choice cards to your toolkit will bring access and inclusion to more of your students, and it’s easy to do.

If I could add only one new tool to the music teaching strategies I had before I discovered adaptive music, it would be choice boards.