I think one way it could be addressed would be through a class discussion on the fact that everyone learns and at different levels. Example: Katie plays the flute or fife because it has less keys and notes to make sounds; Johnny plays the trombone because he is great at multitasking (blowing, hand and arm coordinated motions simultaneously) Mary plays the snare drum because she has great eye-hand coordination and needs to see every sound or motion that is produced. Every student needs to play and perform to their strengths; though they are very different going from student to student, the end result must be produced and it will look different. Everyone is different, learns differently on multiple levels, and is capable of different things. In addition, I would not allow for playing "in front of others" versus "not in front of others," however; offer more simplistic pieces of music for the LLL to perform. Additionally offering the LLL more time and hours to practice and become more comfortable with the piece to be produced. Another idea would be to find what, if any, artist the LLL likes and have them learn a piece from that artist (if applicable). The class needs to know, as a whole, that everyone's performance will not look the same. Success and mastery come in many different shapes and forms. I always revert back to math, which is my love, I can guarantee I do not divide or multiply the way you do; I can also guarantee that we will come to the same conclusion!

At the beginning of class, I explain that everyone is treated fairly. However, that does not mean that they are treated equally. My job is to help my students become successful. I will give my students the accommodations that they need to help them reach this goal. I also give examples to my class of how students may be treated differently and why (not using real examples.) This helps them to understand the situation better. I also work to lessen accommodations to gradually move students in the right direction.