Inclusive music education remains a challenge for many teachers, especially in school music ensemble contexts that include students with diverse abilities and learning needs (Stavrou et Natassa, 2024). Studies in the scientific and professional literature are increasingly advocating the benefits of playing percussion instruments promote learning et socio-emotional development in students with learning and behavioral difficulties or disabilities (Faulkner et al., 2010, 2012; Flores et al., 2016; Hallam, 2015; Ho et al., 2011; Ivery et al., 2009; Lowry et al., 2019; Taljaard, 2013). Among the advantages, percussion ensembles require only minimal music reading, which allows students to rapidly attain performance levels (Morris et Thompson, 1989). They also promote collaboration (Barbre, 2013; Mackinlay, 2014; Willemin et al., 2018; Zdzinski, 2004). Therefore, significant benefits have been reported, particularly in terms of social and emotional skills, self-esteem, and academic achievement (Barbre, 2013; Di Mauro et al., 2018; Mackinlay, 2014; Willemin et al., 2018; Zdzinski, 2004). As governments continue to prioritize inclusive education systems, the percussion ensembles are a promising way to exploit music for elementary and high school learning. Moreover, the growing popularity of school-based percussion ensembles among teachers, including drumlines and bucket drumming activities, reflects a broader shift toward accessible, collaborative, engaging and low-cost approaches to music-making. Drawing on Tomlinson’s (2001, 2013) frameworks for differentiated instruction, this poster presentation spotlights the most effective strategies to integrate students with learning and behavioral problems during percussion group rehearsals context. A literature review of scientific and professional works is presented, with a focus on ensemble music teaching in relation to four dimensions of differentiated instruction (Tomlinson, 2013): content, process, outcomes, and the learning environment. More specifically, the following elements are addressed: essential knowledge, repertory, teaching methods, instruments, objectives, expected outcomes, rehearsal organization and planning, supervision of home practice, and parental collaboration. This presentation provides concrete guidelines for conducting inclusive percussion ensemble rehearsals with students who have learning and behavioral challenges, and effective strategies are proposed for both collaborative research and school lesson plans.