Iles Elementary Accessible Instrumentation

May 7, 2026
QPSF_Grants in Action_Iles Elementary Accessible Instrumentation

Helping Every Student Dream Big

By: Maureen Klues, Freelancer & Proud QHS Parent ’16, ’26, and ’29

Next Level Engagement

Mark Snider has been a teacher for 23 years, the last eight years as a music teacher at Iles Elementary. Two years ago, he applied for and received a grant from the Quincy Public Schools Foundation for accessible instrumentation.

Snider received 17 new barred instruments along with adjustable rolling tables. After two years of utilizing the instruments with his students, Snider said, “Now that we have had these instruments for a couple of years, I can ask the kids to pull out the specific instruments, and they know what they are.”

“In QPS Kindergarten through 5th grade have general music classes. Kindergartners start using these instruments at the end of the year when they have a little more eye-hand coordination. Kindergarten and first grade have music class twice a week for thirty minutes. Second and third grade have music classes three times a week for thirty minutes, and then fourth and fifth grade have music for two times a week for thirty minutes, for each class.”

Snider shared that, it seems in American elementary music education, classes are rhythmically heavy, but kids don’t always have access to play a variety of rhythms melodically or even create different melodies on a variety of pitched instruments.

Snider said that the instruments have taken his music class to the next level, “The instruments are a great entry point for my kids. I found before we had the instruments, students could do a lot with different rhythms, but we were at a kind of impasse when it came to the next level of engagement. The music program [here at Iles] was great before we had the instruments; it just wasn’t at the level it is at now.”

The Importance of Accessible Instruments

One of the reasons Snider applied for the grant was to have accessible instrumentation for special education students.

Snider explained, “We have wheelchair users at Iles Elementary. We might have kids who come in wheelchairs, and I can move these instruments right over to them. So many of our kids struggle with fine motor skills. For my special ed kiddos who have accessibility issues, I have bands that can go around their wrists to help them play instruments.” 

The instrument tables are adjustable and can be raised or lowered to meet the needs of the particular student. Snider used the example that if a student is wearing a boot, the table can be adjusted up.  

Snider added, “Not only can we reach them by adjusting the table height, but we can also help them feel successful by removing certain bars and letting them explore the keyboard’s visuals from low to high. They get the same experience as their general ed counterpart. There are no limitations.”

“There might be modifications or accommodations, but they are getting the same curriculum at the same time as general ed students.”

Another example Snider shared was of a student who has the use of one hand. He has an adaptive mallet that she can hold with an adjusted grip. In the first part of the year, her goal was to see if she could strike the mallet on the beat, and she succeeded.

What Wasn’t Anticipated

Snider recalled his first thoughts about adding the instrumentation to his music curriculum, “I went into this thinking that kids would enjoy the instruments, but when I pulled out the instruments, the kids were ready to go. I didn’t anticipate how excited they would be. When these instruments come out, the kids are ready to get behind them and learn. As they get older, I give them more responsibility, and with that comes more expectations. It gives them a sense of ownership.”

The Importance of Movement & Exploration

Eye-hand coordination and spatial awareness are key areas of focus in the Iles Elementary music program. Snider said, “I do a lot of movement in class to help students become aware of the rhythms in their bodies. If they can feel it in their body, they can put it on an instrument. Kids need to be active.  I am an Orff-inspired teacher.  This means a student can use their body as a natural instrument.  Being an Orff-inspired teacher means to teach in a child-centered, active, and creative way that integrates speech, movement, and song.”

“They want to move and experience things. They want to ‘do’, not just sit.”

In a recent conversation with his 3rd grade class, Snider asked them what they liked about the instruments. They said, “You give us time to explore the instruments before we get into the learning, and sometimes we can just get out how we are feeling on the instruments.”

Another way Snider engages students and gets them focused is through a question-and-answer activity on the instruments.

Snider gave this example: “I will play a question of eight beats using a C Pentatonic scale (pitches including C D E G A), and then have the students answer back by playing any combination of  the pitches C D E G and A using different rhythms. The only rule that I have is that their response has to be eight beats and end on C.”

“It allows them to be able to come up with something on their own. If they are feeling antsy, they can play a combination of rhythms that are really fast. It helps them get regulated. I have found that when I use the instruments more often, the kids are grounded more when they leave their music class.”

Letting Kids Dream Big

Snider believes that the greatest impact the instruments have on students is the engagement it creates. Snider added, “It’s the engagement with the music, the engagement with the instruments, and the work with kids who have exceptionalities.”

“I can also relate to the kids who might come from underprivileged families; I was one of those kids once. Those experiences help me relate to all my kids. The experiences we can bring to kids through these instruments help kids have accessibility that they wouldn’t otherwise have.”

“They get to ‘dream big’ a little bit in the classroom.”

Why School Foundations Matter

Before teaching for Quincy Public Schools, Snider taught at three different school districts. He said, “There was nothing like the QPS Foundation in those districts. The foundation is amazing.”

“The foundation made it possible to be able to write a grant and say, ‘Yes, let’s make this accessible for kids.’”

Bringing Joy to Their Day

Snider reflected on why he loves teaching and what he thinks his purpose is in his role of bringing music to students, “I fell in love with the elementary age group when I started teaching. I try to think about what type of education I want to give to these kids. I have had excellent teachers and not-so-great teachers. I was fortunate to have two elementary school music teachers. One of those music teachers was so welcoming and made music so much fun that I knew that was the type of teacher I wanted to be.”

“We have kids with a variety of needs, and if I can be part of their day and bring them joy through music, then I have helped that kid have a great day.”

“The other day, I was putting a kid in the car line, and the parent came up to me and said that her son calls me ‘Mr. Happy.’ I’ll take that.”

“If I can be joyful with kids, if I can create opportunities for accessibility and engagement; if I can help them think “bigger” about the world outside of Quincy and our classroom through a variety of experiences in music, I feel like I am doing my job well.”

Your Support Matters

With your support, the Quincy Public Schools Foundation awarded $10,416.72 to Mark Snider’s music program at Iles Elementary. Snider received 17 instruments: soprano and alto glockenspiels, soprano, alto, and bass metallophones, and soprano, alto, and bass xylophones. In addition, Snider received adjustable table stands to make the instruments accessible for all students. This instrumentation affects 500+ students per year in kindergarten through 5th grade.

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