Pedagogy and Practice: Teaching an Interdisciplinary Art History and Disability Studies Course

The necessity for curriculum reform within the fields of art history, visual arts, and art education cannot be overstated. The article seeks to further a discussion of critical pedagogical strategies, methods, and considerations that can be beneficial when teaching an intersectional art history and disability studies course. By outlining such a course, it is hoped that the article will provide a valuable resource to other art educators who seek to incorporate the theoretical lens of disability studies into their courses.