1. Theoretical/pedagogical background of the paper This panel uses the seminal work of Teri Dobbs on disability studies and music education as its starting point to assess the development and current state of disability studies within music education since 2012. The panelists, many of whom are founding members of the organizing committee for the Disability Studies and Music Education Symposium, will discuss how the interdisciplinary field of disability studies has influenced their teaching and research as well as scholars, artists, and activists who have influenced how they think about disability in the context of music education. 2. Aim/focus of the work/research reported The aim of the panel is to: (1) share a dialogue amongst music education academics whose teaching and/or research uses disability studies theory; (2) discuss how disability studies theory is embedded and shapes their teaching and/or research; (3) discuss how approaches to music education grounded in disability studies theory may differ from other approaches to disability and music education such as special education and music therapy; (4) assess the current state of disability studies within music education and its development since Dobbs (2012), and discuss future directions for disability studies in music education for music teachers and researchers. 3. Method/approach/modes of inquiry This 90-minute panel will be divided into four sections. First, each of the six panelists will present a 5-minute overview of their teaching and/or research as it relates to disability studies (30 minutes). Second, each panelist will provide a 2-minute response to the prompt, “How did the research of Dobbs (2012) on disability studies in music education influence your teaching and/or research?” (10 minutes). Third, the panel will spend 10 minutes discussing each of the following questions: Who are some people, including but not limited to scholars, artists, and activists, who influence your thinking about disability and how have they influenced how you approach your teaching and/or research?How do you think approaching music education influenced by theory from disability studies differs from approaching music education influenced by other approaches that are popular in music education such as special education and music therapy? What’s your assessment of the development of disability studies in music education since Dobbs (2012) and its current state? What are some future directions that you think music education needs to go in order to be a field that reflects the richness and complexity of disability culture(s)? (30 minutes)Finally, the panel will conclude with 20 minutes of Q&A that encourages attendees to share their perspectives on the questions initially posed to the panelists and to expand upon this discussion by asking new questions. 4. Results and/or summary of the main ideasThe main ideas of the panel include: (1) understanding developments in the history of disability studies in music education and how it has influenced the teaching and/or research of panelists; (2) understanding differences between approaches informed by disability studies and approaches informed by special education and music therapy; (3) considering future directions for disability studies in music education.5. Conclusions and implications for music educationFirst, the panel will provide attendees with an understanding of developments in disability studies in music education since its introduction by Dobbs in 2012 and how disability studies theory can be implemented in both teaching and research. Second, attendees will learn about disability studies theories used by researchers working in the field and how they may differ from theories that underpin special education and music therapy. Third, alongside the panelists, attendees will consider future directions for disability studies in music education and how they will shape the field.