This paper addresses ways in which regular art teachers can effectively serve students with mental disabilities and ways in which administrators can guide their districts regarding integrated situations in art education. A rationale is offered for including art education in the education of students with mental disabilities. Factors to be considered when determining whether to offer art in integrated or self-contained classes are discussed. Best practices are presented for teaching art; these practices include the teaching of art for the development of functional skills, for the development of a positive self-concept, for development of spatial intelligence, for aesthetic value, and as a leisure time activity. Also included is a list of goals for an art education program and planning strategies for development of an art curriculum. (JDD)