The Practitioners’ Guide to Accessible Music Education Perspectives from Educators, Administrators, and Special Service Providers

Part 1: Section I: General Knowledge  1. Disability Eligibility Categories Per IDEA  2. Considering “Classroom Management”: A Justice-Centered Approach  3. Terms and Definitions  Part 2: Section II: Universal Design for Learning  4. Multiple Means of Engagement  5. Multiple Means of Representation  6. Multiple Means of Action and Expression  Part 3: Section III: Music Therapy and Music Education  7. Music Therapy and Music Education  8. SLPs, OTs, and other Service Professionals  9. Accommodations and Modifications  10. Social Emotional Learning and the Music Classroom  Part 4: Section IV: Strategies, Lessons, & Structure  11. Where to Start  12. Lesson Planning  13. Implementing Universal Design in Instrumental Ensembles  14. Collaborating with Special Education Paraprofessionals  15. Assistive Technology in the Music Classroom  Part 5: Section V: The History and Processes of Inclusive Education: Who Is the System Built For?  16. History of Inclusive Practice in Education  17. The Child Find and Individualized Education Plan Process  18. DisCrit: The Intersection of Race and Ability  Part 6: Section VI: Music Educators with Disabilities  19. Music Educators with Disabilities: An Inside Perspective  20. Music Educators with Disabilities: What Colleagues Should Know

Biography

Dr. Rachel Grimsby joined James Madison University as an Assistant Professor of Music Education in the School of Music in 2023. She has over fifteen years of experience teaching elementary general, choral, and early childhood music. Her research interests center on teaching music to students with disabilities, preparing preservice music educators to teach music to students with disabilities, ethics of research with children and adolescents with disabilities, and the connection between language acquisition and music.

Eric Bottorff, Ed.D teaches kindergarten through fourth grade music in Southeast Michigan and is lecturer of education at the University of Michigan Dearborn. His 15+ years of music teaching has encompassed all grades from pre-kindergarten through university; including general music, band, orchestra, and choir. His research interests include educational structures (such as advisory) to support all students and educators across various expressions of need.

Meagan Grammatico, MM, MT-BC is currently in her 12th year as an elementary music teacher in Metro Detroit and her 8th year as a board-certified music therapist. Throughout her career, she has had the privilege of working with children of all abilities, ranging from newborns to young adults up to 26 years old. Meagan is deeply passionate about teaching music to students with disabilities and integrating Social Emotional Learning into her music classroom.

“Finally, one book that addresses a gaping hole in music education. The editors and authors bring together music and special educators, a speech pathologist, a school psychologist, a school social worker, and music therapists to create a comprehensive guide on special music education. Preservice music educators to higher education professors, caregivers, administrators, and anyone wanting to better understand Universal Design for Learning, Disability Legislation, DisCrit, or the intersections of music education and music therapy will be able to easily access the latest information and strategies for teaching. As a professor who continues to teach a course in Special Music Education, I am thrilled to find an excellent textbook that is informative and grounded in current research.”

Kimberly A. McCord, Professor Emeritus of Music Education, Illinois State University.

"This is a wonderful “you-can-do-it” guide for music educators committed to high-quality, accessible learning for students with and without disabilities. Written in a collegial, workshop-style voice, it feels like talking with trusted colleagues, sharing practical strategies that guide teacher techniques and scope while inspiring thoughtful, inclusive practice. It broadens your perspective, helps you examine implicit bias, and sparks creative, collaborative approaches so every student feels they belong and can thrive. You’ll reach for The Practitioners’ Guide to Accessible Music Education when seeking fresh ideas, renewed confidence, or meaningful special education resources—insights that extend well beyond the music classroom and strengthen your practice as an inclusive educator.”

 Angela M. Snell, M.S.Ed, MT-BC (she, her), Retired School Music Therapist and Educational Consultant, Author/Lecturer on related topics, Monroe, Michigan