The purpose of this multiple-case study was to explore the experiences of two students with autism spectrum disorder (ASD) in a full-inclusion music education context and how those experiences aligned with stakeholder perspectives regarding the role of music education for this population. Three themes emerged from the data: The Not-So-Atypical Benefits, A Focus on Strengths, and A Culture of Inclusivity. Factors related to the educators and school community had impact on these students’ experiences and are further explored through the lens of an ethic of hospitality. Documenting educational practices and elucidating the beliefs of stakeholders (including music educators, the special education team, administration, and parents) regarding music education for students with ASD in an inclusion setting may offer insights into best practices while interrogating perceptions regarding unique benefits for this population.

这项多案例研究的目的是探索两名自闭症谱系障碍 (ASD) 学生在全包容性音乐教育背景下的经历，以及这些经历如何与利益相关者关于音乐教育对这一人群的作用的观点保持一致。数据中出现了三个主题：非典型的好处、关注优势和包容性文化。与教育工作者和学校社区相关的因素对这些学生的经历产生了影响，并通过好客伦理的视角进行了进一步探索。记录教育实践并阐明利益相关者（包括音乐教育者、特殊教育团队、行政部门、