Understanding Access

Bryson Tarbet explores the Five Domains of Accessibility

I didn’t fully understand that I was disabled until I became a teacher. I was diagnosed with ADHD as a kid, but I never really thought about how it affected me until I started teaching. After all, lots of people have ADHD. But as I spent more time in the classroom I began to realize how my own neurodiversity had shaped my education and life experiences.

I often think back on my own time in school. To put it bluntly, I was a hot mess. I struggled with emotional regulation, lacked many executive functioning skills and found myself daydreaming or hyper-fixating on something completely unrelated to the lesson. Looking back now I realize what may have seemed like emotional dysregulation was probably sensory dysregulation.

Some sounds have always bothered me. White noise has always sounded like nails on a chalkboard to me. The high pitched ringing from old CRT TVs? That would distract me so much I couldn’t focus on anything else. When I think back to the times I felt most anxious I realize many of those moments coincided with increased ambient noise. The cafeteria at lunch, large crowds at a football game, the hallways between classes—those were always the times I felt most off my game.

As I started teaching I realized there were kids just like me in my classroom. This is probably why I always had a soft spot for the sensory-seeking kids. Were they often louder than most? Moving around more than the rest of the class? Absolutely. But once I learned how to support them as a teacher I saw these students engage more and achieve more in my music classroom.

Like many people with ADHD, once I started exploring differentiation and inclusion I went all in as I began my newest hyper-fixation. But this time I started seeing immediate results in classroom management, student engagement and most importantly classroom accessibility. I quickly discovered Universal Design for Learning (UDL) and that’s when my journey of identifying and removing barriers to the curriculum in my classroom began.

What Really Is Accessibility?

The term “accessibility” is often used in ways that don’t quite mean what it should. It’s often used to mean availability when I’d argue it should mean full participation and learning. Accessibility, in the true sense, goes beyond mere presence or availability. It embodies the concept of full and equitable participation, ensuring that every student can engage meaningfully in the learning process. I want to be clear: identifying and removing barriers to access shouldn’t be limited to students with IEPs, 504s, or any other formal documentation or diagnosis. Accessibility should be considered for every student we serve. The best part about this journey is that removing barriers for one student often benefits others too.

Five Domains of Accessibility

As I started identifying barriers in my classroom, as well as through conversations with other teachers I was coaching, I noticed these barriers fell into different categories. Over time I grouped them into what I now call the Domains of Accessibility:

Sensory Accessibility involves creating a classroom environment that considers the sensory needs of students so they can participate comfortably. For example, students with auditory sensitivities can use noise cancelling headphones or earplugs. Offering fidget toys or stress balls can help students selfregulate. A sensory friendly classroom might include adjustable lighting, quiet areas and varied seating options.

Language Accessibility is important for supporting English language learners (ELLs) and students with speech and language processing disorders. These students may struggle to understand or respond to instructions. To improve language accessibility teachers can use visual aids, images, and written supports alongside spoken language. Using consistent language, giving extra processing time, and providing bilingual materials or sign language where appropriate can also help.

Physical Accessibility addresses the needs of students with physical disabilities. This includes designing a space that allows for free movement and easy access to instruments and materials. Some students may need adaptive instruments or modified movement activities. Physical accessibility also includes structural changes like ramps and modifying rules of games to include all students.

Cognitive Accessibility is about supporting students with cognitive or learning disorders such as ADHD, dyslexia, and more. Teachers can help these students by having consistent routines, breaking tasks into smaller steps, giving clear instructions, and using visual aids. Hands-on techniques and kinesthetic activities can also help learning in this domain.

Social/Emotional Accessibility is about creating a positive classroom environment where all students feel safe, valued and respected. This includes establishing strong routines, building community and allowing students to express themselves through music. Strategies like peer buddy systems, social stories and positive reinforcement can help create a supportive environment.

How Do We Get Started?

Start by evaluating your classroom practices across all the Domains of Accessibility—sensory, language, physical, cognitive and social/emotional. Use checklists or reflective questions like: “Are there quiet zones?” “Do I use visual aids for language support?” “Is my classroom layout accessible?” “How do I already create an inclusive social environment?” These questions will help you identify areas to improve.

Implement accessibility strategies gradually. Start with small changes that have a big impact like rearranging the classroom for better mobility access or adding visual supports. Over time introduce more strategies like noise cancelling headphones for sensory needs or peer buddy systems for social inclusion. Focus on making sustainable changes that build an inclusive environment.

Reflection is key. Ask yourself: “What’s working well?” and “What could be improved?” Get feedback from students and colleagues to gain insight. This ongoing reflection will ensure your classroom remains an accessible and welcoming space for all students.

The Benefits of an Accessible Classroom

An accessible classroom leads to better student outcomes by catering to diverse needs, resulting in higher engagement, increased confidence, and better academic and socialemotional development. When students feel supported and included they will participate more, take risks, and achieve their potential. Accessibility creates an environment where every student can succeed due to awareness and thoughtful planning for their individual challenges.

Reflecting on my own journey, I see how much more I could have achieved if I had been in a classroom designed with these principles in mind. By making our classrooms more accessible, we give every student the chance to thrive in ways that might have been unimaginable before.

Beyond individual student success an accessible classroom benefits the whole classroom community. Inclusivity creates a sense of belonging among students, encourages empathy, cooperation, and mutual respect. Research shows when students experience a supportive inclusive environment classroom dynamics improve and relationships get stronger and the community becomes more cohesive (Cerna, 2021). By prioritising accessibility, teachers build a classroom where every student feels valued and connected.

Accessibility in the elementary music classroom is an ongoing and essential process that benefits all students. By creating an inclusive environment, teachers help each student reach their full potential while creating a positive classroom community. Remember that improving accessibility is a journey that requires reflection, adaptation and commitment.

To help you on this journey I’d like to offer my free ebook, Music Without Barriers: A Guide For Inclusive Teaching. This comprehensive guide is packed with practical tips and strategies to make your music classroom more accessible. Download Your Free Ebook Here.

Try one new accessibility strategy in your classroom today. Reflect on what you’re doing now and make small changes that will have a big impact. Share with colleagues to inspire each other and contribute to a more inclusive education community. Together we can create classrooms where every student feels valued and supported.

Bryson Tarbet is an elementary music teacher and founder of That Music Teacher, LLC. He is based in Ohio, USA.