In Spain, compulsory education for students with visual and hearing impairments was established in the nineteenth century through the Public Education Act of 9 September 1857, commonly known as the Moyano Act (Art. 6). This pioneering legislation was one of the first legal measures to promote the inclusion of students with sensory disabilities within the national education system, formally recognising the state's responsibility to provide for their education. Significant evolution in educational policies aimed at inclusion and accessibility has been seen during the 20th century, from the Ley General de Educación (LGE, 1970) to the LOMLOE (Organic Law 3/2020).This paper analyzes how Spanish educational policy addresses the inclusion of students with special educational needs (SEN) in mainstream music education. A documentary review study was carried out on the legislation regulating the Spanish education system, from the Law on General Education (LGE, 1970), to Organic Law 3/2020 (LOMLOE). A data collection and analysis matrix was designed based on a content analysis of the legislation. The matrix was organised into a three-category, two-subcategory system.Although inclusive education is promoted in Spanish policy, the results suggest that this approach needs to be implemented more effectively in music education. A number of issues have been identified, including the need to improve music teachers' training in inclusive music education strategies and teaching methods, and the need to adapt the curriculum to the needs of students. Teaching and classroom management also require adaptability.This presentation aims to contribute to the current debate on equitable access of all students to arts, especially music, and consider the role that educational policies play in promoting educational experiences that are meaningful, inclusive, and relevant for students with special needs in mainstream education.