Ensuring teachers are properly equipped to deliver high-quality music provision to pupils with Special Educational Needs and Disabilities (SEND) is an important matter of social justice in response to the marginalization that people with intellectual disabilities have continually faced (Carlson, 2010). However, there is a lack of research-informed discussion regarding Special Educational Needs and Disabilities (SEND) music pedagogy. This is problematic because SEND music teaching is a complex area of professional practice, requiring a combination of music subject knowledge and specialist SEND pedagogy to meet the coexisting nature (Ockelford, 2008) and increasing complexity (Salt, 2010; Carpenter, 2007; Pinney, 2017) of learners’ needs in specialist settings.As a means of addressing this, a recent doctoral study examined the efficacy of a skills-based teacher development model in SEND music. The research involved four generalist teacher participants from a primary special needs school (GTSS) in the UK. Teacher participants were defined as ‘generalists’ due to being non music specialists (de Vries, 2013/2015; Garvis, 2013; Hallam et al., 2009; Hennessy, 2000; Mills, 1989) and because of their responsibility for teaching the whole primary curriculum (Welch & Henley, 2014). Conducted as a mixed methods longitudinal case study, the research made use of various data collection tools. Learner-centred theory framed decisions regarding the pragmatic nature of training and mentoring, as well as the analysis and reporting of data.Key findings from the research thesis indicate that GTSS are capable of delivering competent and confident music provision if sufficiently trained to do so. They require domain specific, situated training and mentoring (Catalano, 2015; Lave & Wenger, 1991) from a practitioner with SEND and music expertise to enable them to apply their generalised SEND expertise to the music classroom. This paper presentation provides an insight into what this training looked like, sharing a sequential metric of how participants’ developing music subject knowledge and classroom musicianship skills informed their SEND music pedagogy. Interestingly, findings revealed similarities between SEND music pedagogy and early years music pedagogy (Bremmer, 2021). The research therefore indicates that music specialist teachers and early year music teachers could play an equally important role in the music training and mentoring of GTSS. This not only provides an important starting point for future research into SEND music pedagogy, but also invites further professional and academic exploration of the potential interdisciplinary nature of the SEND and early years music fields from the music education community.