This review of the literature on adaptations in art education for students with disabilities begins with a statement of the theory that if handicapped students' beginning experiences in art are positive and successful, students will have a positive outlook and a desire to create further in art. The review describes the application of task analysis to art activities, the emergence of art education within special education, art media, ways in which handicapping conditions can be overcome in art education, instructional guidelines, and figure drawing analysis. (Contains 28 references.) (JDD)