Expected knowledge contribution Expected knowledge contribution of the study is to visualize educators' perceptions of how they use music as a pedagogical tool and how they describe that it affects students' communication development. The study is also expected to contribute with knowledge about the importance of using music as a multimodal means of communication in special needs primary school Aim and research questions The purpose of this study is to visualize some educators' perceptions of how music as a pedagogical tool is used to contribute to communication development among students in special needs elementary school with a focus on subject area. The aim is also to contribute with knowledge about the importance of using music as a multimodal means of communication in special needs primary school.   When and in what way is music used as a pedagogical tool in teaching? How is music described as a pedagogical tool in relation to pupils' communication development?   Theory The study is based on the sociocultural theory that culminates in the communicative relational perspective (KoRP). KoRP is about the collective and social processes with a focus on the individual and believes that in all human interaction, interaction and communication are central. Method The study has a qualitative approach with semi-structured interviews. The empirical data was collected through 8 interviews with educators in 4 different adapted elementary schools that were transcribed and analyzed using thematic analysis. The questions were about how these educators view music as a language development tool in special needs elementary school   Result The results show that the teachers in special needs elementary school to some extent use music as a pedagogical tool, preferably in combination with AAC and or  aesthetic expressions. The teachers feel that music is a tool that makes it easier for them to get in touch with the students and creates situations that promote engagement and participation, which in turn affects communication development positively. Special Education Implications There is a great lack of research in Sweden that deals with music as a pedagogical tool to contribute to the development of communication, for children who attend special needs elementary school with a subject area. The hope is that the positive view of music as a tool to support communication development, which can be seen in the results, can inspire some educator to use music more in their teaching.