Involvement of children with developmental disorders in the system of regular education should be the basis of educational inclusion. Among these are also students with disorder of the autism spectrum. In carrying out the same, the task of each educational institution is to recognize and accept diversity among pupils so that social interaction in the inclusive class would be an incentive for the learning process and teaching rather than the "stumbling block" for these students. They often have difficulties in social interactions with the rest of the class, due to the characteristics of the disorder itself, due to the stereotypes and prejudices from the rest of the class and insufficient knowledge and understanding of the very nature of this disorder, which altogether most often lead to isolation, low self confidence, low level initiatives and poor quality of maintenance in social interactions. Research on the contribution of musical activities to self-confidence, self-image, social skills and interactions in this population report positive outcomes and point to the benefits of applying musical therapy elements, or certain musical activities, such as singing and playing bass and string instruments with students with disorder of the autism spectrum. The aim of this dissertation was to demonstrate the effectiveness of music workshops in the mentioned problem areas in a single pupil in the 6th grade with high-functioning autism from the pupil's perspective, which was examined by interview and the questionnaire about workshops and from the perspective of other classroom students through the workshops questionnaire. An initial assessment of the acceptance and friendship of this student through the Circles of friends was also carried out, and at the end of the last workshop the final evaluation was also carried out for the purpose of verifying and confirming a positive shift in the mentioned areas through the music workshops.