a sense of belonging and acceptance which can further improve and encourage learning. Inclusion can raise student performance and enhance their learning in a traditional classroom setting. Music Learning disabilities for children disrupt a process in the brain where neurons fire upon learning something new. Due to the learning disability, neural networks may not necessarily work as efficiently which causes difficulty in retrieving information for these students. This means that students fall below the level of academic success that their peers are achieving, causing them to likely lash out or behave in a disturbing way as a result. Cognitive behavior modification (CBM) is a blend of operant learning modification, social learning, and cognitive theory, and helps shape students' behaviors. Consistent consequences can shape students' behaviors. Overall, the combination of these three methods of learning allows for students to become active in the learning process which will allow for music teachers to create an effective learning environment. To combat this, music teachers can get students involved by clapping, or for more enthusiasm, playing the xylophone. A child with a learning disability does not automatically connect and organize new information. By associating them with music, they are more likely to internalize the information. One easy way for teachers to address the needs of these students is by providing a simple outline on the board or a handout to students as well. With younger students, this can be in the form of a picture board where teachers can review the content they are about to teach to these students. Ultimately, this allows for students to organize and have a general framework for the material they are about to learn. A specific strategy that provides an organizational framework is mnemonic devices. For example, the notes on a treble clef can be learned as FACe and lined notes are memorized as "Every Good Boy Does Fine." These measures are most impactful when the teachers take the time to teach the process, and when taught well, students learn how to evaluate their own work. For students who have ADHD, a structured environment in a music classroom will likely prove to be more effective. This means keeping a consistent arrangement day to day, assigned seating (placing ADHD students away from distractions), a consistent routine, setting clear expectations, minimizing downtime, and preparing the children for distractions are all ways to implement a structured environment. Music teachers can allow