The adoption of the Salamanca Statement marked the beginning of the international promotion of inclusive education in 1996. Inclusive education refers to a system where individuals with and without disabilities learn together, and efforts to realize this are underway worldwide. Japan has actively promoted it since 2012. As a result, the number of children and students with disabilities enrolled in regular schools has increased. Japan along with and many other countries, places great importance on developing its education system. However, there has been insufficient discussion about actual practices in the educational environment. Therefore, this paper focused on the practical aspects and examined the effects gained from students with and without disabilities "learning together". Specifically, a music creative activity was conducted with fourhearing-impaired students (HIS) and nine normal-hearing students (NHS). The activity involved the creative music-making using their own voices from the 100 exercises of the Sound Education, developed by Canadian composer R. M. Schafer. I analyzed the interactions between students based on their verbal exchanges, behaviors, and facial expressions during the activity. As a result, initially, students who rarely interacted found themselves in the same field, seemingly unsure of how to relate to one another. Through the activity, they observed them communicating with each other regardless of disability status. No one was excluded, and everyone was able to participate in the activity. This suggests that "learning together" between HIS and NHS are an opportunity to recognize one's own existence through interaction with others and can ensure psychological safety.