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“My mother thought being a woman and an engineer was an intersection that would work for me. But a roundabout path of failures, successes, and self-discoveries led me to an entirely uncharted path, complete with newly-found intersections.”  ~ Emelyne Bingham, conductor, educator, and autism self-advocate.

Using both research and personal experience, Bingham examines the use of the social model of disability in conjunction with intersectionality as a powerful approach to reframe existing practices in arts education. Implications are discussed in terms of educator satisfaction, student success, and social justice.