ABSTRACT: In this article, we address the challenges that may arise when students who have experienced Universal Design for Learning (UDL) must navigate ableist music contexts. We position the band/orchestra/choir paradigm as a facet of an ableist world and argue that teachers using UDL in the classroom will also need to prepare students to navigate ableist spaces, while simultaneously working toward creating an inclusive music educational landscape. Ultimately, we explore what it means to implement UDL within the larger context of an ableist music education, general education, and global world.

Authors: Juliet Hess & Emily Moler Huddleston

Published 9/1/2024

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