Inclusive of whom? Access, equity and instrumental music education for those with disability

Achieving equality in music education for people with disability calls for transformative changes to attitudes, structures and norms. Segregation and streaming remains prevalent in instrumental music education, gatekeeping access and opportunity to mainstream education opportunities. The United Nations’ Convention on the Rights of Persons with Disabilities (CRPD, Article 24) ascribes access to inclusive education for people with disability on an equal basis, with the aim of fully developing human potential. Despite this, academic theorising about inclusive education still limits how this may be practically and philosophically applied in music education. Inclusion in instrumental music education is further limited by a culture of performance excellence rather than equity and enrichment of all, and a focus on music performance outcomes rather than a deep and holistic education experience gleaned from music making and participation. Significant EDI initiatives that aim to foster inclusive environments and practices are considered and drawn to music education contexts, in particular instrumental music education in Australia, where access for students with disability at the secondary level is severely limited. Our critique extends to praxial and philosophical considerations concerning the role of education in instrumental music in schools, accessibility, and social justice considerations educators should consider in devising of inclusive curricula, pedagogies and engagement.