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The present art world plays a very important role in developing the personality of each individual. This book emphasized the fact that students who are visually impaired can be and should be taught art using methods that involve greater tactual experiences to compensate for their loss of sight. No valid justification for excluding visually impaired students from art education exists. Indeed, we need only modify the process by which art is taught and assessed. Emphasis should be placed on understanding concepts and skills and on using these concepts and skills to perform tasks. The present book discusses several previous empirical studies on art education for visually impaired individuals. These studies were used to identify the areas in which art education directed at children who are visually impaired remains lacking. By the end of this review, readers should have a better understanding of the information that has been provided by empirical studies about the problems and practices related to art education thus far.