This thesis reports on a 1996 survey of Wisconsin art educators (N=161) concerning attitudes, college preservice background, availability of graduate level course work, and perceptions of working with students with exceptional education needs (EEN). An introductory chapter provides an overview of developments leading to passage of Public Law 94-142, the Education for All Handicapped Children Act of 1975 and the reauthorizing and renaming of this legislation as the Individuals with Disabilities Education Act (IDEA). The scarcity of research relating to the effect of IDEA on art education is noted. Findings indicated that art educators felt they serviced more students with EEN than regular classroom educators. Most teachers surveyed felt their preservice college background did not do a good job in preparing them to work with students with EEN. Teachers were overwhelmed by the variety of types of EEN encountered. Teachers generally had a poor understanding of the educational assessment process that leads to student placement in an EEN disability program. The paper concludes that institutions of higher education need to consider adding preservice course work relating to work with students with EEN as part of graduation and license requirements. The survey is appended. (Contains 48 references.) (DB)