Currently, we are observing an increase in the number of students with special educational needs in elementary art education. Students with autism spectrum disorders are no exception. The primary objective of this paper is to present the results of qualitative research that has been mapping the interaction of these students with the environment of an elementary school of art. The findings confirm the considerable potential of playing musical instruments as a tool for the holistic development of students with autism spectrum disorders. In the discussion, we will outline suggestions for modifying the methodology of teaching string instrument playing and present our planned research activities.