In this article, I examine inclusion, disability, image making, and representation through case studies in a high school setting. K–12 school settings often focus on student deficits; however, the theories of disability studies provide a critical model for understanding language, disability, and enabling structures that move away from deficit models. Grounded in a disability studies framework, I focus this article on students’ capabilities to develop artmaking skills and the value of diverse image making. Although universal theories of artistic development exist, the literature review suggests that student artistic development varies. Through case studies, I examine inclusion for students with emotional disabilities using artwork, interviews, and observational data. I examine student artwork in terms of individual development of artmaking skills as measured quantitatively by a rubric. A qualitative analysis of student artwork and interviews reveals students’ inclusion as an opportunity to become members of a community and create work that expresses individual viewpoints.

在本文中，我通过高中环境中的案例研究来研究包容性、残疾、形象制作和代表性。K-12 学校环境通常关注学生的不足；然而，残疾研究理论为理解语言、残疾和摆脱缺陷模型的支持结构提供了一个关键模型。基于残疾研究框架，我将这篇文章重点放在学生培养艺术制作技能的能力和多样化图像制作的价值上。尽管存在普遍的艺术发展理论，但文献综述表明学生的艺术发展各不相同。通过案例研究，我使用艺术作品、访谈和观察数据检查了对情感障碍学生的包容性。我根据个人艺术制作技能的发展来检查学生的艺术作品，并通过一个量规进行定量测量。对学生艺术作品和采访的定性分析表明，学生的融入是成为社区成员和创作表达个人观点的作品的机会。