Literature ReviewAlthough music teachers often encounter challenges in the context of 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 educators often experience in inclusive settings due to (a) lack of special education training, (b) lack of planning time, (c) scheduling issues, and ( c) lack of experience in using music therapy (MT) practices in the inclusive music context (Spohn, 2008). However, it is possible that because music educators teach a variety of behavioral and learning needs, the most challenging areas perceived in the inclusive context include (a) social development, (b) appropriate behavior, (c) communication, and ( d) academic skills. in the SWD. Therefore, due to a significant growth of children with autism spectrum disorders (ASD) 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 discussed in the literature review; these include (a) challenges of music educators in the inclusive context, (b) benefits of music therapy (MT), (c) impact of musical participation on children with autism spectrum disorders (ASD), and (d) behavioral, social, and linguistic development of SWD. The Challenges of Music Educators in the Music Environment The passage of the No Child Left Behind (NCLB) Act of 2001 mandated that all students with disabilities (SWD) be included in the general classroom and learn alongside non-disabled students. Due to the NCLB Act of 2001, a significant increase in integrated SWDs participates in core subjects and specific adaptive behaviors (Strickland, 2002). Many social and communicative behaviors such as eye contact, pointing, echoic imitation, initiation, singing, playing instruments, waiting, sharing, receptive language, attention and interaction are reinforced through musical activities and singing (Lim, 2010). By improving language development skills through singing, children with language deficits, such as ASD, selective mutism (SM), and ASD will be able to communicate their needs instead of using behavior as a means of communication. Verbal and social responsiveness in children with language deficits can improve with the use of music and singing (Kouri & Winn, 2006; Lim & Drapper, 2011). Furthermore, active musical activities intended to improve and develop language could “motivate and empower” students with language disorders (Dockrell, Conelly & Lindsay, 2009, p.. 443).