Beyond Mirrors and Windows: Music as Multisensory Text in Inclusive Classrooms

This extended paper examines music as a multisensory literacy modality in inclusive secondary classrooms. Building upon the mirrors, windows, and sliding glass doors framework, the manuscript argues that music functions as regulatory architecture, cognitive scaffolding, and access infrastructure for students with disabilities. Drawing from practitioner inquiry, classroom observation, and inclusive design principles, the paper positions student-selected music—used through headsets during structured academic tasks—not as distraction, but as a legitimate instructional accommodation aligned with neurodiverse processing patterns. The discussion situates music within culturally responsive pedagogy and expands the definition of text to include rhythm, tempo, and sensory integration.