Why read your IEPs? It’s not optional anyway! But there are important, classroom-changing things to gain from a thoughtful examination of your students’ IEPs and 504s. In video and graphics form.

What music teachers need to look for in an IEP. You don’t need to read all twenty pages— here’s what to look for.

The differences between IEPs and 504s. None of the differences are significant to the purposes of music educators, so it’s okay if you don’t already know!

Alternative Music Notation strategies in video, blog, and graphics form.

Four Rules We Break as Adaptive Music Teachers in video and graphics form.

Why we don’t write a comprehensive Adaptive Music curriculum— we think it’s not possible to do well! In blog and graphics form.

Book recommendation: Do You Dream In Color? Insights From a Girl Without Sight, by Laurie Rubin. Laurie is a professional opera singer who was born blind and wrote this memoir that is poignant in its processing of ableism and relishing musical experiences.

Language update: “situationally non-speaking” is the preferred neuro-affirming term for the condition formally named “selective mutism.”

Children deserve musical complexity. We suggest one easy way to ensure that there is at least one example of complicated music in ever lesson, and provide a free resource.

A simple DIY violin harness for playing your fiddle with much less neck and shoulder strain. Short peek video and long form instruction video.

United Sound is a national organization that facilitates the inclusion of disabled students with high support needs in school ensemble programs, training other ensemble members as Peer Mentors. Jess interviewed colleague Max Sherrill about his experience. Short peek video and long form detailed interview video.