The study examined exemplary programs in Ontario in the visual and performing arts (arts, crafts, music, movement, drama) for exceptional students at every age level and among every category of exceptionality. Interviews, observations, and questionnaires were used to gather data from 204 teachers. Selected findings include the following: Teaches of slow learners favored action-oriented dramatic arts and music programs, as well as visual arts with tactile emphases, while teachers of gifted students designed programs that offered highly integrated approaches to the arts. As a whole, teachers exerted significant efforts to individualize instruction. Teachers rarely had arts qualifications, and those who did acquired them subsequent to their basic training. Among recommendations are that special education teachers be trained (or retrained) to appreciate the advantages of programs which stress arts integration; that all preservice special education teacher training courses include arts training; and that arts personnel offer teacher workshops on request. Appendices include the questionnaire and lists of participating teachers, arts associations/organizations, and arts resource personnel. An extensive bibliography comprises nearly half the document. Relevant publications are listed by category (arts, visual arts, drama, music, crafts, and dance, movement and puppetry). Records, films, videotapes, and slide presentations are included. (JW)