This study examines the processes curriculum planning teams undergo when developing a curriculum in Adaptive Art, the field of art education for students with disabilities. The importance of art education for students with disabilities has been highlighted by the impact of new policies of inclusion in regular art education classes, and by recognition of the need for high quality education of students in segregated education settings. Qualitative methodology has been employed, in the form of a case study, to describe the processes associated with curriculum development. The study observed adaptive art classes, consulted experts in the field and examined both literary and documentary sources. The findings indicate that a range of decisions is needed concerning aims, content, method and evaluation in order to develop an effective adaptive art curriculum. It is concluded that Adaptive Art is connected to art education and should distance itself from traditional links to art therapy; that adaptive art curriculum involves a wide range of people who share responsibility in its planning and delivery that effective communication between all involved is essential, and that more attention is required in the area of strategy than for the other curriculum elements, to ensure that students with disabilities participate in high quality art education.