Theoretical/pedagogical background of the paper This panel brings together six people who teach disability studies concepts in the areas of K-12 music education, community music education, undergraduate music education (including music teacher education), and graduate music education to share their perspectives and experiences on the current state and future of disability studies in music education. We bring a range of perspectives to this work given our respective contexts.Aim/focus of the work/research reported Panelists will discuss the following topics: (1) the theoretical frameworks from critical disability studies that may include concepts from DisCrit, disability justice, etc., that have influenced the panelists’ approach to integrating disability studies into their teaching; (2) the types of activities undertaken in their teaching, including but not limited to assignments, discussions, lectures, and ensemble instruction; (3) other points of integrating disability studies concepts such as considering access in spaces beyond the classroom; (4) how people have advocated for a class to exist or made space for critical disability studies in current course offerings. Method/approach/modes of inquiry This panel will be organized into two portions. The first portion consists of panelists sharing their connections to disability studies and answering questions they have developed for this presentation. We will begin with a round of introductions where panelists share their background and current work with disability studies. The panelists will then move to discuss a selection of pre-prepared questions related to frameworks utilized and how they implement it in their work. The second portion of this presentation provides an opportunity for audiences to pose questions to the panelists. Results and/or summary of the main ideas This panel will ultimately synthesize key considerations educators negotiate and consider when implementing disability studies concepts and developing coursework. These considerations include time and resource allocations, philosophical and theoretical underpinnings, concept integration, and pedagogical choices. We also consider moves made to meet individual students’ needs and policies that may inhibit the participation of disabled students and teachers such as attendance policies, etc. We then address the possibility of integrating disability studies concepts into spaces in institutions beyond the classroom--meetings, social gatherings, collaborations, etc. Conclusions and implications for music educationIt is our hope that in sharing the diverse ways that we integrate disability studies concepts into our teaching and life in education that the audience will gain insights into different ways that they might integrate these ideas into their own work in the classroom and in the institution in an effort to better serve disabled students and teachers in the future. Moreover, this panel contributes to ongoing discussions that identify and challenge ableism, working towards an anti-ableist orientation to music education.