ABSTRACT
This chapter provides a critical view of how art experiences for adults with disabilities are vulnerable to the ramifications of ageism and ableism. Responding to the neglect or hopefulness toward actualizing bias changes, the author highlights an observed account of an older woman’s responses to a community-based intergenerational, mixed-ability art class. The intention is for the reader to consider implications of inclusion, the breakdown of stereotypes associated with age and disability, and the positive pathways for growth and self-actualization through positive reciprocal relationships between participants of diverse ages and abilities. Including a historical overview of art programs in service to this population since the 1970s, an urgent call surfaces for preservice art teacher education programs to consider strategies to dissolve deeply embedded hierarchies and stereotypes around ageism and ableism through collaborative community partnerships with intergenerational and mixed-ability inverse inclusion practices and research.
