Creativity is a human right for all people, including adults with physical, mental, and/or developmental disabilities. Yet this population has "little opportunity for thoughtful and creative engagement with artworks or with personal meaning making" (Guay, 2010, p. 113), and compared to K-12 learning environments, are less likely to experience inclusion (Willer & Intagliata, 1984). Service learning programs in art education can create more inclusive democratic learning by collaborating with community-based organizations for special needs adults. Positive side-by-side interactions among differently-abled and typically-abled students can remove prejudices and give all students a personal voice in creative thought and production. This article explores service learning programs in art education and how they can create more inclusive democratic learning by collaborating with community-based organizations for special needs adults. The authors collaborated to develop Fantastical Stories through Claymation as an introductory inclusion experience for this ongoing community-based service learning course. The goal of this approach was to begin to break down preservice teachers' stereotypes about students with disabilities and better prepare them for future curriculum development and pedagogy. The experience would also allow differently-abled students to have an equally important role in the learning process. The authors found that art education programs can offer service learning experiences with special needs populations and effectively provide opportunities for social justice and creativity for all students.