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Currently, I have a fourth grade student with cerebral palsy. He is in a wheelchair, but he can walk with assistance of a walker and someone standing close by. He remembers music and lyrics like nobody's business and he loves to sing. Needless to say, music is his favorite subject. His teachers couldn't get him to recall much of anything until they started putting it into song =) As a music educator I am constantly using instruments and utilizing movement in my classroom. This child is unable to participate in the same ways as his classmates so I make accommodations for him. During movement, he does the most basic movements that he is able to succeed in doing, but that still resemble the motions of the dance steps. Depending on the instrument, I can bring it to him in his wheelchair. I can give him a glockenspiel if we are playing the larger xylophones. With the recorder I work on getting him to blow gentle air through the instrument. All of these are successes for him in my classroom. The other students even cheer on his successes.

I currently teach a student with cerebral palsy. The student is in a wheelchair that has a table top attached to it so it acts like a desk. In my music classroom she has a paraprofessional that helps her one on one. The biggest accommodation I make each week is with instrument usage. The student's hand muscles are rigid, so she uses tiny glockenspiel mallets so that they will fit in her hand. The xylophone or glockenspiel sits on her wheelchair desk so she is able to see the instrument close up. She is unable to hold anything in her right hand, therefore I modify her instrumental part so she is successful with one mallet.
The student sits close to the front of the room due to poor vision. Anytime she works with the SMARTboard in my room I read and point to the questions and answers so that she is able to successfully choose the correct answer. Cerebral Palsy has affected her hearing a little as well and I make sure that she is close to the sound system or that I sing/give instructions near her so that she is able to hear and understand what is being asked of her. I normally say directions twice so that all students understand, but sometimes this students requests to hear the instructions 3 or more times.
When working in groups, I will modify the assignment for all students in her group. I will break the assignment down into smaller pieces, give extended time if needed, and I will assign the group an instrument to play that they are ALL successful at performing.

I currently have a young lady that is considered Visually Impaired. She has a condition that causes her eyes to shake, which makes reading that music extremely difficult for her. She learns best by peer-tutoring with a strong singer in the class who helps her through rote instruction. Occasionally she will ask for her music to be enlarged, especially when working on solo auditions.

I had a 6th grade student with mild autism and fine motor skill issues. She was not able to hold an instrument, control rhythm of an instrument, or pay attention by herself. The instruments were modified so that she could hold them easier, and She was provided a music buddy, who helped her keep rhythm and to pay attention when the ESE teacher was not in the room or I could not personally assist her. She was not able to write, so instead she typed or her music buddy transcribed the music for her.