Various levels of assistive technology can be used in the art classroom to provide a fulfilling artmaking experience for all levels of learners. The purpose of this article is to add to the body of knowledge by providing ideas generated from collaboration between the fields of special education and art education that the authors feel will benefit art educators. As a former special educator and former art educator-- each with at least 10 years of K-12 teaching experience--the authors of this article have combined knowledge and ideas from their experiences, literature from their respective fields, and details from their areas of research to present information that they feel will enhance instruction in art classrooms for students with physical, visual, severe, and multiple disabilities. Additionally, several resources on assistive technology were used to identify technologies that can be used to provide access to the art curriculum for this population of students. Examples of surface adaptations, examples of adapted painting, coloring, examples of writing implements, and a checklist of suggestions are provided.