Many music educators care deeply about inclusion, yet still experience it as overwhelming, unsustainable, or “one more thing” added to an already full plate. But what if part of that challenge comes not from inclusion itself, but from how we have been taught to approach it?
This interactive session reframes disability inclusion as a question of classroom design rather than endless differentiation. Through collaborative redesign activities, participants will examine common music classroom and rehearsal structures, identify hidden barriers embedded within them, and explore sustainable strategies that widen access without sacrificing musical rigor. Participants will leave with practical tools and a replicable framework for designing music classrooms that support more students while reducing unnecessary barriers for both learners and teachers.
Target Audience
Middle/High School traditional ensemble teachers (all)
Additional Notes
Clinician Info
Brandon Ellsworth
North Salinas High School
Brandon Ellsworth is a high school choral director and adaptive music educator in Salinas, California. Their work focuses on disability-inclusive music education, classroom design, and creating sustainable pathways for participation in school and community music settings. Brandon is the founder of SingAble, an inclusive community choir in San Jose, and holds a Master of Music Education (Autism Concentration) from the Boston Conservatory at Berklee College of Music, where their graduate work explored disability, access, and inclusive music practices. In 2025, Brandon received the CMEA Innovations Award for developing an inclusive general music curriculum and currently serves as President of CMEA’s Central Coast Section. Through teaching, research, and advocacy, they are committed to building music spaces that center access, artistry, and agency.