Master of Music in Music Education (Autism Concentration)

Program Description

Berklee’s Master of Music in music education (autism concentration), part of the Berklee Institute for Accessible Arts Education (BIAAE), is the first and only program of its kind. Designed for music educators who wish to gain specialized knowledge, skills, and experience in teaching music to students with autism and other disabilities, this program features innovative training, cutting-edge research activities, and a community of educators and scholars committed to providing quality music education to all students.

Students will be guided in their studies by leaders in the field who are committed to including all people in musical and learning experiences. Berklee is a pioneer in the field of music education for students with disabilities. In addition to Boston Conservatory at Berklee being the first conservatory to offer specialized educator training programs in this area, Berklee was the first higher education institution to launch an institute devoted to this area. 

The BIAAE includes three main areas of work:

• Arts education programs for people of all ages with disabilities
• Graduate programs in music education and autism
• Professional development for the field of teaching the arts to students with disabilities

Students in this program will have the opportunity to teach in and observe the work of BIAAE's arts education programs, gaining valuable hands-on experience. They will also participate in a wide range of professional development offerings, including an annual conference. Additionally, they have the opportunity to engage with distinguished guest scholars and practitioners within courses and other program-related activities. 

There are several key features of this program that distinguish it from other master’s degree programs in music education. Its contemporary content and approach give unique attention to teaching students with autism and other disabilities, culturally responsive pedagogy, critical theory (including critical race theory, critical gender theory, and critical disability studies), cutting-edge technology, independent research and pedagogical projects, and multiple dimensions of assessment in music education.

It is also designed with a working teacher's schedule in mind, allowing maximum flexibility in class times, remote work, and starting semesters. While students can complete the program at their own pace, most students complete this program in five or six semesters, including two Summer Semesters, and a combination of 1-2 fall and 1-2 spring semesters. This schedule is designed to accommodate music educators who may be on a K–12 teaching calendar by offering evening courses in the fall and spring semesters and two full-time summer sessions.