Inclusive education requires that all children, regardless of differences, become part of a school community. Inclusion involves placement of children with academic and physical handicaps in regular schools and classrooms. Inclusive education is based on the idea of Humanism, which insists that all children have a right to learn together. Music education is performed in general education and music therapy is performed in special education. The purpose of music education is to develop musical and aesthetic potentials to their highest possible levels. In the implementation of music therapy, the therapist helps the client to promote health using musical experiences. Recently, music educators have become interested in special education and music therapy, and have considered integration of music education and music therapy to be necessary for inclusive education. Although their purposes are different, a common study area is needed in order to practice inclusive education. In the flow of world- wide inclusion, the practice of inclusive music education as a discipline is gaining support. The purposes of this study are 1) to find a starting point for application of music therapy in general music education, 2) to propose a common research area for inclusive music education, and 3) to develop an academic/theoretical basis for inclusive music education as a discipline. For development of an academic/theoretical basis of inclusive music education, 1) philosophical and psychological foundations are proposed, 2) music educational methods and music therapeutic approaches are discussed, and 3) three models for inclusive music education are developed.