Proactive Inclusion: Creating Accessible Music Learning Environments
In episode 102 Theresa and Kathryn talk with Dr. Rhoda Bernard—singer, pianist, educator, and founding Managing Director of the Berklee Institute for Accessible Arts Education—to explore what truly accessible music education looks like in today’s classrooms. Rhoda shares her journey through music teacher identity and her deep work in designing arts education programs that meaningfully include learners with disabilities. She breaks down common barriers students face—both visible and invisible—and offers powerful mindset shifts to help teachers move from deficit-based thinking to asset-based, student-centered instruction.
Throughout the conversation, Rhoda provides practical, immediately usable strategies for increasing accessibility in any music setting, from general music to ensembles. She discusses the importance of multimodal teaching (especially visuals), anticipating barriers during planning, and “messing with the notation” to support diverse learners. Rhoda also illuminates how inclusive practices naturally foster student ownership, agency, and community—benefiting all musicians, not just those with disabilities. Her new book, Accessible Arts Education: Principles, Habits, and Strategies to Unleash Every Student’s Creativity and Learning, offers an even deeper dive into these ideas and features first-person perspectives from artists with disabilities. This inspiring conversation is full of tools and mindset shifts you can bring into your classroom tomorrow.
Listen to the full interview:
Here are some key takeaways from Episode 102:
- Accessible Mindset – Shift from deficit-based thinking to an asset-based approach that recognizes every student’s strengths, abilities, and musical potential.
- Anticipate Barriers – Plan ahead by identifying possible physical, sensory, or cognitive barriers and preparing multiple options to support student participation.
- Multimodal Teaching – Use visuals, movement, and varied modalities to deepen learning and provide ongoing support—far beyond what sound alone can offer.
- Adaptive Notation – Modify notation through tiered parts, simplified layouts, or color coding to help students access ensemble music successfully.
- Community Through Inclusion – Inclusive practices strengthen collaboration, belonging, and shared ownership, allowing all students to contribute meaningfully to music-making.
Connect with Rhoda and learn more:
- Book, Accessible Arts Education
- Berklee Institute of Accessible Arts Education
- Facebook – Berklee Institute of Accessible Arts Education
- Instagram – @BerkleeIAAE
Coffee Club Members: be sure to check out the bonus material available for this episode! Not a member? Join today → Pass the Baton Coffee Club
Ready for more?
You can check out the full interview on YouTube or your favorite podcast platform. Or you can listen right here, on Spotify Podcasts!
You might also enjoy these other episodes:
- Episode 62 – The Kids Come First: Student Ownership in Ensembles, featuring Kathleen Jacoby
- Episode 90 – Throw Away the Rubric: Ungrading the Music Room, featuring Chris Gleason
- Episode 77 – Inspiring Young Musicians: Passion and Purpose in Music Education, featuring Stephen Cox
- Episode 85 – Fostering Lifelong Learning through Reflective Partnerships, featuring Merlin Thompson
