ABSTRACT
This chapter focuses on the experiences as an art educator and adaptive arts educator to come up with possible suggestions for curriculum ideas in regard to hand and digital making for greater inclusivity and flexibility. It seeks to explore the creative integration of technology in art classrooms, and on how the developments relate to students with disabilities. The chapter argues that many such tools can enhance the ability of students with disabilities to participate in art education. A lack of funding, time, and collaboration between art teachers and special education teachers leads to less participation of students with special needs in an inclusive classroom. In education, the increasing significance of technology has been discussed by many scholars, such as G. Resnick and P. Bilkstein, who suggest that ‘making’ with digital tools may be a powerful vehicle for inspiring innovative ideas and fostering autonomy in students, and especially in young children.
