“Everybody should have the chance to play.”: A conversation reflecting on the challenges and opportunities for enhancing inclusivity in music education in England

In England, inclusion remains a central theme in educational discourse (DfE, 2015; 2022). Within music education, and particularly in instrumental learning, adapted instruments are sometimes necessary to ensure that learners with physical disabilities can participate meaningfully in music-making. Previous research (Fautley & Kinsella, 2017; Nenadic & Booth, 2024) has highlighted the benefits of such instruments in promoting inclusivity in music classrooms, yet further national-level work is needed. This article, adopting a conversational format, presents reflections from the General Manager of The OHMI Trust on the ongoing challenges and emerging opportunities for improving access to music education for physically disabled learners.