ABSTRACT
This chapter examines the embodied experiences of disabled musicians in music performance, music composition and music research. The relationship between the disability experience and music performance in developing countries has attracted limited interest among scholars in the field of music and disability studies. When enrolling in music conservatoria to pursue a bachelor's degree, disabled students often encounter an academic environment that simultaneously offers them advantages and disadvantages to become professional musicians. Social anxiety is one of the most common barriers to participation created by private music teachers. Minorities need allies and supporters; musicologists want to do their part in challenging and transforming the reality that shows prejudice in favour of the able-bodied. When disabled musicians conduct musicological research, they often encounter barriers to participation comparable to those in the field of music performance and composition.
