As for students with disabilities, they suffer from physical and/or mental shortcoming compared to normal students. Physical shortcomings pose issues in physical activity or mobile functions while mental shortcoming lead to psychological instability or attention deficit associated with learning disorders. But such disorders are primarily caused by a damage in the brain function. Meanwhile, background music can be referred to as music that is passively listened to without making an active effort such as purposely appreciating the music or selecting it. Background music has been recognized for its influence on social psychology and physiology related to the brain and thus is being applied to various fields including music therapy. In the educational field, interest has been raised in the influence of background music on accomplishment of educational tasks. This study takes into account the individual characteristics of students with disabilities to develop individually tailored background music and used it along with SG-BGM to see if study task capabilities can be improved. This study was conceived from the expectation that students with brain function damages would be able to improve their brain functions through musical stimuli. The subjects listened to their individual background music, SG-BGM and the effects resulting from this were observed. Four students in elementary school’s special care classes were selected. These students were able to make sounds and carry out tasks on their own. During the task implementation, their own sounds were developed into background music (heretofore referred to as SG-BGM) and their bran functions were analyzed in situations where SG-BGM was heard and where it wasn’t heard. The result was that the SWQ and CQ of subjects A, B, and C increased, while the scores for distractedness of subjects B, C, and D decreased.