Literature Review Although music educators often face challenges in inclusion, most agree that music is beneficial for all students, including students with disabilities (SWD). This literature review includes areas of concern and challenges that music teachers often encounter in an inclusive setting due to (a) lack of special education training, (b) lack of planning time, (c ) scheduling problems and (c) lack of time. of experience using music therapy (MT) practices in an inclusive musical context (Spohn, 2008). Nonetheless, it is possible that because music teachers teach a variety of learning and behavioral needs, the most perceived areas of difficulty in an inclusive setting include (a) social development, (b) appropriate behavior, (c) communication and (d) academic skills. in SWD. Therefore, due to the significant increase in the number of children with Autism Spectrum Disorder (ASD) being integrated into the Least Restrictive Environment (LRE), music educators must become knowledgeable and aware of the complexities and heterogeneity of the population. The following topics will be covered in the literature review: these include (a) challenges for music educators in an inclusive setting, (b) benefits of music therapy (MT), (c) impact of participation musical on children with autism spectrum disorders (ASD) and (d) behavioral, social and linguistic. development of SWD.Challenges for music educators in the music communityThe passage of the No Child Left Behind (NCLB) Act of 2001 required all students with disabilities (SWD) to be included in the general classroom and learn alongside students without disabilities. Due to the NCLB Act of 2001, a significant increase in mainstreaming individuals with disabilities participate in core subjects and middle of paper......adaptive behavior (Strickland, 2002). Many social and communicative behaviors such as eye contact, pointing, echo imitation, initiating, singing, playing instruments, waiting, sharing, receptive language, paying attention and interaction are reinforced by musical activities and singing (Lim, 2010). By improving language development skills through singing, children with language deficits, such as ASD, selective mutism (SM), and SLD, will be able to communicate their needs instead of using behavior as a means of communication. The verbal and social responsiveness of children with language deficits can improve through the use of music and singing (Kouri and Winn, 2006; Lim and Drapper, 2011). Additionally, active musical activities intended to improve and develop language could “motivate and empower” students with language disorders (Dockrell, Conelly & Lindsay, 2009, p.. 443).