This makes a lot of sense. Understanding how a student operates in a classroom that is well-attuned to that student's needs will help a music educator understand what steps to take to ensure that the student will have the best experience they can. It is much easier to see what other teachers are doing that have a positive impact on the student's learning experience and adapt that to a music setting.

This idea of incorporating strategies into the music room that are already being used in special education contexts, I think is a really great tool. I think it is one of the fastest ways to break down barriers for a student with differences and disabilities to thrive in a music classroom setting.

Reading these vignettes really helped me understand the scope of how the LRE is truly personalized to the individuals needs and goals. Every student's need for support is a little bit different, and that is accounted for with the many different options that the continuum offers.

I understand how this could be true, my first couple experiences writing a lesson plan was in a small group setting, but it often ended up confusing me even more than if I was alone. Too many teachers with conflating ideas of music teaching can make it rough to collaborate and make a great lesson plan. That conundrum greatly impacts the students' experience of the lesson and content within.

It is vital to a school community for faculty and staff to work together and learn from each other. Paraprofessionals are a wealth of knowledge about working with students with differences and disabilities because they are doing it every day. I'm sure that, by working in tandem, both the music educator and paraprofessional could come up with some great ideas about how to adapt the music room to better fit the needs of the students they work with.