Arts and special education information and research literature are currently housed in a variety of settings nationwide, rarely easy to access. How can we make that information accessible to all? Most teachers do not know that information about the arts for students with special needs exists. Arts teachers who seek information about students on the autism spectrum in their classrooms, for example, should be able to tap into that information easily (Gerber & Kellman, 2010; Kellman, 2001). The same holds true for a variety of learners. Teachers of the arts, who have had to navigate their own complicated relationships with paraeducators (paraprofessionals) in their classrooms have been

without guidance and support. They should know that information about paraeducators in the art room is now available (Guay, 2010; Guay & Gerlach, 2006).

In this paper, we share our professional stories to demonstrate why access to this information is so important. We offer perspectives on our rapidly changing world of information accessibility. In addition, we reflect on the differences in professional languages, an unintentional Tower of Babel. These differences are confusing. For example, the plethora of special education acronyms caused one art teacher to refer to the field as “alphabet soup.” In addition, not all categories of special needs are alike. A “one- size-fits-all” approach for students in special education has never worked and should not exist. Information should be readily available for teachers to help all students meet their potential. A national arts/special education resource center can dismantle that tower and bridge separate, but related, professions with accurate information and professional training.