The aim of this qualitative study is to explore how art, as a semiotic tool, transforms children with disabilities. To achieve this purpose, one must listen to the voices of teachers and childcare workers in the field of special education. The study's preliminary findings found three main categories through data analysis: 1) Teachers' perceptions of art; 2) How children with disabilities respond to art; and 3) Teaching practices through art. These findings show that children with disabilities can establish a connection with teachers through music. With music practices, teachers become aware of what the child wants to express, and of what the child is learning and developing. The study further shows the importance to understand how children respond to art through the diverse disciplines and the development of the practice routines. In addition, the study identifies the necessity to continue researching the area of art, semiotics, and children with disabilities.