In this study I investigated the perceptions of recent art education graduates regarding the nature, content, and effectiveness of their preparation to teach students with disabilities. Additionally, I investigated the use of specified instructional strategies and responses to a group of affective statements by respondents who were teaching students with disabilities in integrated classes. During preservice education, over 44% of the art education graduates had special education curricula covered in a non-art special education course. Others had this curricula covered in art-related courses, psychology courses, or general education courses. Some had no instruction in this area. Although most art teachers teach students with disabilities in integrated classes, most feel less than adequately prepared for this assignment. Findings suggest a need for strengthening the coverage in preservice art education curricula of teaching students with disabilities and increasing collaboration between special education and art education faculty.
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