Texas public schools are responsible for helping all students develop to their full potentials. The content and structure of music curricula naturally provides opportunities to involve all students in the learning process, regardless of their languages, cultural backgrounds, disabilities, or familiarity with course content. Music classes can be designed to recognize and utilize students' abilities, rather than their disabilities. Teachers can modify instructional methods, pacing, and materials to meet the individual needs of their students.

Special Education

Teachers of students receiving special education services should participate in the development of each student’s Individualized Educational Plan (IEP) and take part in students' Admission, Review, and Dismissal (ARD) committee meetings. By getting involved in IEP and ARD consultations, Music teachers can share students' progress and achievements with parents and other educators. The following considerations and classroom strategies are provided to help teachers unaccustomed to modifying their instruction for special education students:

• Students who receive special education services are not a homogeneous group. Each individual has unique strengths, needs, and interests.
• Despite the presence of a disability, every student can learn skills in music classes that enable him or her to participate more fully in school, recreation, and career preparation.
• Students with severe disabilities require the greatest support and individual attention. Support may be provided by special education teachers, interpreters, mobility instructors, or instructional aides in the context of the class.
• Students with moderate disabilities may need to have materials and activities adapted to meet their individual strengths and needs.
• Some students may have disabilities that require only slight modifications in the classroom--such as special seating or assistance with reading.

Adapting teaching methods/materials to individuals

Educators may be daunted by the challenge of teaching a classroom of students with diverse individual needs. The following suggestions should help teachers establish the full participation of every learner.

• Align the content with the developmental level of the learner.
• Give instructions through several modalities (e.g., visual and aural).
• Summarize key content points before moving to new topics.
• Ask leading questions to encourage self-assessment as work progresses.
• Establish a peer tutoring system to assist students with disabilities and to allow them to help others.
• Assign appropriate roles for cooperative learning activities.
• Use adaptive devices and technology.
• Provide recorded or braille directions, music, and textbooks.
• Adjust pacing and time requirements for work completion.
• Allow students to demonstrate proficiency using their best means of expression.