In this workshop, we will discuss the importance of considering accessibility when designing and adapting research materials at every stage from recruitment through data collection, and guide attendees in evaluating the accessibility of their own research materials. Designing for accessibility is essential when working with research participants with disabilities to ensure that they are able to fully understand and engage with the research process (e.g. Nicholas et al., 2019; Nicolaidis et al., 2019; Sharpe et al., 2022). However, it is also an important consideration for all music education researchers because unintentional barriers may introduce sample bias through exclusion of certain participants (Feldman et al., 2012; Goegan et al., 2018; Meyers & Andresen, 2000), and because improved accessibility may benefit participants regardless of disability status (Schmutz et al., 2016).First, we will lead a discussion about the benefits of designing accessible research materials, whether the audience consists of individuals with disabilities, non-disabled children, or non-disabled adults such as teachers, parents, administrators, or community leaders. We will share examples of accessible recruitment, consent, and data collection materials that we have designed for two currently ongoing studies with different participant populations and methodologies: a participatory action research project about inclusive music education involving community partners with intellectual and/or developmental disabilities, and an online quantitative study investigating perceptual expertise for music notation, dyslexia-risk, and musical experience involving participants with and without dyslexia and/or a specific reading disability. We will discuss the theoretical, technical, and lived experience-based resources that informed our iterative design processes.We will then facilitate a collaborative activity in which workshop attendees evaluate potential accessibility barriers in their own past or present research materials (or presenter-provided examples) and determine appropriate remediation strategies. We will provide a reflexive evaluation tool that includes resources for web accessibility guidelines (W3C, 2025), text formatting recommendations (Rello & Baeza-Yates, 2016, 2017),writing in plain language (Plain Language Action and Information Network, 2011), using Easy Read format (Autistic Self Advocacy Network, n.d.), and alternative/multisensory formats (e.g. Grimsby, 2025; Nicholas et al., 2019; Sharpe et al., 2022). Attendees will practice using this evaluation tool during the workshop with the goal of being able to use it to help them improve accessibility within their future research projects. After workshopping their accessibility remediations in small groups, attendees will have time to share barriers that they identified, possible remediation strategies, and personal reflections on the process.