This paper asserts that music is a non-intrusive medium for promoting social interaction among young children. The paper presents examples of music as an "inclusion facilitator"--an occurrence that supports and encourages the interaction and learning of all children, with or without disabilities, but does not disrupt the children's natural environment. In this scenario, there is no formal music lesson; rather, music is the context in which different types of learning occur. General skills for all children and specific skills for children with disabilities are addressed within the music activity. The paper provides examples of the use of music as an inclusion facilitator based on the literature of music use and how music may be viewed contextually as a performance partnership. (Contains 18 references.) (EV)