Theoretical BackgroundThis panel includes six people who are part of a Canadian-based partnership project called Facilitating Anti-Ableist Remote Music Making (FAARMM). Their community-based work is grounded in the recognition that ableism is oftentimes difficult to distinguish from racism (Annamma et al., 2013). Furthermore, ableism is rooted in aims of annihilation (Dolmage, 2018), and limiting or removing remote access to activities, including music making, serves this end. Influenced by disability activists including Sins Invalid (Kafai, 2021; Sins Invalid, 2019), the FAARMM team subscribes to the belief that a justice-oriented transformation of society is needed; one that retains and enhances the pandemic practices that increased remote access to activities such as music making. Focus of the WorkThe panelists, who represent different roles within the project, including researchers, community partners, and artists, will share their perspectives on the activities they have undertaken over the course of this ongoing initiative. They will discuss the governance structure of the project to explain how it embeds disability leadership and prioritizes community aims, placing an emphasis on the diverse activities occurring under the umbrella of the FAARMM project. Following, each panelist will detail their role within the project related to the following disability-led activities: keyboard classes for autistic adults instrument development and design; songwriting workshops; music career mentorship; spoken word poetry. ApproachFirst, each panelist will give a 10-minute presentation about their role and activities undertaken within the FAARMM project, which will include media such as videos so that audience members can experience some of the music made and examples of other “results” (germinations) of the project to date, such as instrument prototypes. (60 minutes)Second, the panelists will have a facilitated discussion to respond to the following prompt:“What advice do you have for music educators who want to increase and improve access to music making for their students but for various reasons have reservations about providing remote access or find it difficult to do?” (10 minutes)Third, facilitated by one of the panelists, questions and comments from audience members will be invited and encouraged to generate dialogue about remote music-making practices and both the challenges and benefits associated with them. (20 minutes)SummaryThe main ideas presented in this panel will include how to engage in community partnerships with disability arts organizations and disabled artists to support remote music making activities. Central to our presentation is including panelists who can speak to the concept of disability intersectionality based on their lived experiences. Conclusions and implications for music educationTwenty minutes will be dedicated to the panelists interacting with audience members to discuss implications for research and teaching in the field of music education. The panelists aim to share with the audience perspectives on ableism and disability intersectionality, and the critical role that remote access plays in the lives of many disabled people. Finally, the panel will emphasize access as a collective act that requires committed allies in music education and provide examples of a hopeful future that’s possible with disability leadership.