Who has access to music-making? Not everyone. Standardized musical instruments, typically manufactured without consideration for diverse bodies and abilities, rarely offer the flexibility to accommodate all learners (Bell et al., 2020). Learning to play musical instruments also presupposes an idealized body and above-average physical dexterity, particularly in the pursuit of virtuosity (Howe, 2016). From manufacturing standards to pedagogical approaches, these exclusions perpetuate ableist music traditions and restrict meaningful musical experiences for learners with diverse access needs.The social model frames disability as a socially constructed experience that marginalizes and excludes individuals (Oliver, 2009). In 2023, approximately 16% of the global population experienced severe disabilities (World Health Organization, 2023). Additionally, as humans age, most people will encounter disability at some point and find society becoming less accessible (Dokumacı, 2023; Lubet, 2011). As a Chinese music educator researching on disability studies, I found that accessibility in music education in China is often overlooked, particularly by those who have not yet experienced disability. An estimated 85 million Chinese people live with disabilities (China Disabled Persons’ Federation, 2021). Despite such a large population, little is known about how accessibility awareness can be developed through education. This reveals a significant gap: while some individuals face pressing accessibility needs, others, often unaware of these challenges, lack the understanding to address them. Without early opportunities to recognize one’s own access needs, it becomes difficult to self-advocate and contribute meaningfully to the inclusion of others.This research study investigates how secondary school students in China use digital technologies to make accessible musical instruments that address their own access needs. This presentation will share research findings to answer the question: In what ways can accessibility in music education be understood and mediated through secondary students' use of digital technology?Today’s youth grow up in a techno-pervasive society that enables them to take initiative in addressing access issues in music learning (Bell, 2015; Pignato, 2017). In 2023, China enacted a national law promoting an accessible society (Xinhua News, 2023). This policy moment provides a timely opportunity to enhance accessibility and inclusion through education. Examining access challenges in music in China not only supports inclusive practice within a specific culture but also enriches global understandings of accessibility. By studying how students build instruments while developing accessibility awareness through digital tools, this study illuminates inclusive learning practices that can benefit a broader population, regardless of prior musical experience or ability.