I created Rang Tarang after noticing how inaccessible traditional music education can be for neurodivergent children, identifying the problem is the system, not the child. Many instruments/ teaching methods assume specific sensory, motor, and attention abilities, which makes music overwhelming or discouraging for children with autism or ADHD. Yet music has immense potential to support emotional expression, confidence, and regulation.
While volunteering with children with diverse learning needs, I saw that many were drawn to music but struggled with conventional instruments and rigid learning approaches. I began questioning why music education had not been adapted in the same way many other learning tools have been.
Rang Tarang was created to bridge this gap. The goal was to design small but meaningful adaptations to instruments and teaching methods that would make music more accessible and less intimidating. By simplifying visual cues, reducing sensory barriers, and introducing flexible learning techniques, the innovation helps children engage with music at their own pace.
More than learning notes or songs, Rang Tarang focuses on creating a safe and empowering space where children can express themselves freely. Over time, I saw how these adaptations helped students become more confident, communicative, and emotionally open. This reinforced the idea that accessibility in the arts is not just about inclusion, its about unlocking potential that might otherwise remain hidden.
In practice, Rang Tarang combines adaptive instrument design with sensory-friendly music instruction to make learning more accessible for neurodivergent children.
A key feature of the innovation is the use of colour-coded and tactile stickers placed on instruments. Research in special education and sensory learning shows that many neurodivergent learners respond more effectively to visual and tactile cues than traditional musical notation. By combining colour with texture, the stickers help students identify notes and patterns more intuitively, making instruments easier to navigate and less overwhelming.
In addition to the instrument adaptations, Rang Tarang uses simple visual learning guides that support step-by-step musical progress. These guides are designed to be highly visual and accessible, allowing students to follow patterns through colours and shapes rather than relying only on written notation. To increase accessibility further, these guides can be adapted into different languages so that students and families from diverse backgrounds can engage with the learning process.
Lessons are also designed to be flexible and sensory-aware. Students are encouraged to explore sounds, rhythms, and simple melodies at their own pace, creating a learning environment where music becomes a comfortable form of emotional expression rather than a rigid skill to master.
Through these adaptations, Rang Tarang transforms instruments into tools that support creativity, accessibility, a
Rang Tarang began on a small scale, initially working with students at one school that supports children with special learning needs. The early sessions helped refine both the instrument adaptations and the teaching approach, while also demonstrating how accessible music education could positively impact students’ engagement and confidence. After securing a grant from Harvard MUN's Impact Initiative, it began to grow further.
Following this, the initiative expanded to a second school, allowing the model to reach more students and different learning environments. Each new setting has helped strengthen the approach and better understand how adaptive music education can work across diverse groups of children.
The long-term goal is to continue partnering with additional schools and organizations that support neurodivergent students. As the project grows, Rang Tarang aims to transition into a hybrid model that combines in-person teaching with digital learning resources. This would allow educators and families to access the adaptive tools and teaching methods more easily, enabling the innovation to reach students beyond a single geographic location.
As Rang Tarang developed, I realized that the adaptations needed to evolve alongside the students’ learning progress. One of the earliest versions of the instrument modifications used coloured tape to mark notes and simplify patterns.
However, I soon noticed that while the colours were helpful for beginners, they could limit flexibility as students became more confident. To address this, the system was redesigned using removable velcro colour markers instead of permanent tape.
This small change made the adaptation far more dynamic. The colours now function almost like “training wheels” for music learning. Students can rely on them while they are developing familiarity with the instrument, but the markers can gradually be removed as their confidence and understanding grow.
This modification allowed the innovation to become more flexible and student-centered, supporting both beginners and more advanced learners. It also reinforced the idea that accessibility tools should empower independence rather than create permanent reliance
If you are interested in learning more about Rang Tarang or trying the approach in your own school or community, you can reach out through Instagram at @rang.tarang__
I share updates, demonstrations of the adaptive instruments, and insights from teaching sessions there. Educators, parents, and organizations are welcome to connect, collaborate, or explore how these methods can be adapted for their own learning environments.
The goal is to continue expanding access to inclusive music education, and collaborations with new schools and communities are an important part of making that possible.
