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Implementing Universal Design in Instrumental Ensembles
Book chapter

Implementing Universal Design in Instrumental Ensembles

Adam G. Harry and Sara K. Jones
The Practitioners' Guide to Accessible Music Education, pp.168-179
Routledge
2026
DOI: 10.4324/9781003715443-18

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Abstract

In this chapter, we explore the application of Universal Design for Learning (UDL) principles within secondary instrumental ensembles. Instrumental music is commonly shaped by traditional norms such as uniformity, technical proficiency, and Western notation-based practices. These normative expectations often create barriers to participation for students with disabilities. We argue that UDL can be a flexible pedagogical approach that instrumental music teachers can use to reduce barriers through proactive instructional design that incorporates multiple means of engagement, representation, and action and expression. Through practical examples, we illustrate how teachers can foster student agency, diversify modes of musical learning, and expand acceptable forms of participation, including the use of adaptive instruments and music technology. We also recommend ways that instrumental music teachers can reimagine assessment practices to prioritize process-oriented learning over performance perfection and allow students to define musical excellence for themselves. In these ways, UDL could serve as a transformative framework capable of reshaping instrumental music education into a more equitable and accessible experience for all students.

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