What does it mean to design music classrooms where Autistic students don’t just participate, actually but belong? This session invites music educators to reimagine inclusion by centering Autistic perspectives in classroom design, routines, and instruction. Grounded in neurodiversity-affirming research and the principle of “Nothing About Us, Without Us,” this session moves beyond compliance-based accommodations to explore how sensory regulation, communication access, and flexible participation can be embedded into the structure of music learning. Participants will examine common ableist norms in music education and learn how to replace them with student-centered practices that affirm difference and agency. While the session draws from current research, it also reflects the lived experiences and insights of Autistic students in real-world classroom settings. Educators will leave with practical tools, reflection prompts, and a renewed vision for designing inclusive spaces that are joyful, rigorous, and deeply human.
Target Audience
K-12 ALL music: traditional ensembles, general music, music technology
Additional Notes
Clinician Info
Brandon Ellsworth
North Salinas High School
Brandon Ellsworth is a high school choral director and adaptive music educator based in Salinas, California. They specialize in disability-inclusive music education, peer-assisted learning, and Universal Design for Learning. Brandon is the founder of SingAble, an inclusive community choir in San Jose, and a graduate student at the Boston Conservatory, where their work centers on Autism and inclusive ensemble design. In 2025, they received the CMEA Innovations Award for their inclusive general music curriculum, and currently serve as President of CMEA’s Central Coast Section. Brandon is committed to building equitable, accessible music spaces across school and community settings.