This chapter in  Exploring Digital Technologies for Art-Based Special Education: Models and Methods for the Inclusive K-12 Classroom (Garner, 2019)raises complex questions in regard to how art, technology, and disability are related.  These questions need space to avert the possible colonization of the imagination so that we may creatively consider a variety of perspectives regarding disability, the arts, and technology. My hope is to engage a dialogue for art educators and students to consider and probe the norms and differences of what is fixed in certain discourses or content. Shaped and reshaped by the social orders as well as user, technology and art continue to create a complex overlay of limitations and possibilities. A contemporary agenda for art education must include nuanced understandings of the use of digital interfaces by students and adults who engage with disabilities.

Tillander, M. (2019). From who I am to all that we can be. In Garner (Ed.) Exploring digital technologies for art-based special education: Models and sethods for the inclusive K-12 Classroom [p.16-28]. New Your, Ny: Routledge.