The project ”Children from the Star” is a practical initiative which explores how gamified, rhythm-based music activities can support the social inclusion of children with autism.Grounded in inclusive education theory and socio-emotional learning frameworks, the program employs a structured six-phase model: participant recruitment and orientation, baseline understanding of socio-emotional capacities, conceptual rhythm introduction, game-mediated rhythm instruction, performance preparation, and reflective summary. The intervention integrates multimodal sensory inputs—visual prompts, tactile beat cues, and kinesthetic movement—to facilitate emotional regulation, foster interpersonal synchrony, and promote a sense of psychological safety.A dual-instructor approach pairs special education professionals, responsible for behavioral and sensory scaffolding, with music educators who design progressive, skill-appropriate rhythm activities. Parental engagement is embedded throughout the process. Higher-functioning participants from the special needs group serve as 'rhythm assistants', facilitating triadic collaboration between families, peers and practitioners. Evaluation metrics prioritize socio-emotional competencies—eye contact, turn-taking, affective expression, and self-regulation—over technical musical proficiency, aligning with the project’s emphasis on functional social outcomes.The culminating public performance serves both as an authentic assessment context and as a platform for enhancing participants’ visibility and social recognition. Dissemination through community and digital channels extends the project’s impact, contributing to public awareness of inclusive arts education. In addition to the direct benefits to participants, the initiative establishes a replicable and scalable pedagogical model for music-mediated social integration. In future, we will explore whether this framework can be generalised across different cultural contexts.Additionally, the program incorporates a psychosocial support framework for educators and caregivers, fostering parallel growth and resilience among facilitators and family members.By synthesizing gamification principles, rhythm pedagogy, and inclusive education strategies, this project advances the discourse on arts-based interventions for children with autism populations. The findings underscore the value of collaborative, multisensory, and performance-oriented approaches in bridging social gaps and cultivating sustainable inclusion.