Can Students With IEPs Participate in Electives Like Band or Music?

Many parents assume that if a class requires auditions, competitive placement, or limited seating, their child with an IEP may automatically be excluded.

That isn’t true.

Recently, I worked with a family whose child with autism was preparing to transition to middle school. He has a strong connection to rhythm and music, and percussion was deeply meaningful and motivating for him.

His parents hoped he could participate in the school’s percussion program.

They were not asking for their child to take another student’s competitive seat. They simply wanted him to participate in the environment, practicing percussion in an adapted and supported way.

They were told that their son was welcome to audition for one of the competitive seats but the school could not guarantee he would get one. Makes sense, but the school is missing the point.

Are Students With Disabilities Allowed to Participate in Electives?

Under the Individuals with Disabilities Education Act (IDEA), students with disabilities must have access to general education programs, including electives and extracurricular activities, in the least restrictive environment (LRE) when appropriate.

This means schools must consider how a student can access classes with accommodations rather than automatically excluding them due to auditions or competitive placement.

What Inclusion Can Look Like in Electives

In many schools, inclusion may involve:

• Modified participation expectations (aka focusing on core concepts only)

• Adapted materials or parallel activities

• Paraprofessional support

• Participation for educational and social benefit rather than competitive ranking

In this case, inclusion meant the student could participate in the percussion class by practicing rhythm using drum pads or modified materials with support.

This allowed him to:

• Learn alongside peers

• Access a motivating learning environment

• Participate socially and emotionally

• Remain in the least restrictive environment

When Schools Say “No”

Sometimes schools are not intentionally denying access. Sometimes they simply haven’t explored creative solutions that allow inclusion while maintaining fairness to other students.

Clear communication and collaborative advocacy often help teams find solutions that support both the student and the integrity of the program.

What Parents Should Ask

If your child is being denied access to a class or elective, consider asking:

• Is participation educational or performance-based?

• What accommodations might allow access?

• How can participation happen without displacing other students?

Final Thoughts

Inclusion does not mean removing opportunities from other students. Inclusion means finding ways for students with disabilities to belong, participate, and learn alongside their peers whenever appropriate.