How do art educators find out if the art lesson they just taught made sense to every student in their classroom? Due to the increasing prevalence of inclusion and need for accountability in schools, art teachers need information about how students with special needs interact with assessments. However, the literature that highlights the debate over the need for and merit of art assessment does not include a single study that looks specifically at students with special needs. This action-based research study shines a light on this issue by combining research from the fields of art education and special needs to discover the impacts that formative process-oriented art assessment has on students with special needs in an inclusive classroom. This comparative case study illustrates how three students, one who has Autism Spectrum Disorder and two neurotypical students, responded to a variety of process-oriented pre-assessments, continuous assessments, and post-assessments and how their teacher used this framework to reflect on her teaching instruction and implement accommodations and modifications more effectively. This assessment framework offered multiple opportunities for the students to reflect on their artmaking throughout an art unit and allowed the teacher to revise material as each lesson progressed in order to account for students' unique learning needs, which ultimately made the lesson material more accessible for all students.