The contributions of art experiences to special education are discussed and guidelines for integrating art into the curriculum are provided. Art is seen to have potential for developing handicapped children's self expression, independence, sensory stimulation and motivation, perception discrimination, skill development, and career and personal interests. Aspects of special education legislation (including eligibility, individualized education programs, least restrictive environment, and individualization) are briefly reviewed. General considerations for planning special education art experiences are addressed; and goals in the areas of perception, skills, self actualization, and work habits are listed. General suggestions for the art teacher (such as reviewing students' development frequently) are followed by specific suggestions for dealing with deaf, deaf-blind, hard of hearing, mentally retarded, multi-handicapped, orthopedically handicapped, health impaired, learning disabled, severely speech impaired, blind, and visually impaired students. Sample individualized education programs (IEPs) are accompanied by charts depicting how short-term objectives can be taught or reinforced through art learning tasks. (Information on materials and equipment is listed). A final section summarizes recommendations concerning art and IEPs, art as a related service, the need for integration of the curriculum, art opportunities for talented handicapped students, and the need for training. (CL)