Academic accommodations within solo-music lessons and assessments are highly personalized and unique to individual instruments and musicians. Academic accommodations, while implemented in government-regulated education institutions, are not necessarily implemented within private music sectors such as community music festivals, conservatory examinations, or private music studios. Through data collected from music lesson instructors, examiners, and festival adjudicators, this research surveys the implementation of accommodations within formal music assessments in Canada but carries implications for solo-music assessments beyond the borders of this study. This research operates within the Universal Design for Learning framework, with the aim of presenting a strengths-based model of adaptations and accommodations for neurodiverse and disabled musicians. The methodology of this research project is a qualitative descriptive design and includes multiple primary data sources - a survey of solo-instrument music instructors, a survey of music festival adjudicators and conservatory examiners, and semi-structured interviews. Through data analysis using inductive coding of the interviews and survey data, key themes emerged as significant for the successful implementation of accommodations in solo-music assessments. Themes of time as accommodation, awareness, education, and setting are discussed in this paper. Through investigating music assessments for solo instruments and the need for accommodations, prioritizing the needs of students through adaptive strategies, we might see a more diverse, equitable and inclusive possibility of youth music performance. The late educator, bell hooks, wrote in Feminism is for Everybody, “To be truly visionary, we have to root our imagination in our concrete reality while simultaneously imagining possibilities beyond that reality” (110). While the data presented in this paper offers one slice of that "concrete reality" in music education, it is up to music educators to collectively and individually imagine possibilities beyond our present reality to create a more accessible and inclusive musical ecosystem in which musicians of all abilities can flourish. Keywords: accommodations, accessibility, assessments