Every individual is expected to live a responsible independent life during adulthood. This expectation, however, cannot materialize when there are insufficient job opportunities, when the individual is not adequately prepared during infancy, and more importantly, when that individual is discriminated against on the basis of a disability. The purpose of this research was to find out an appropriate and meaningful way of teaching art to the hearing-impaired children in the schools and investigate the teaching and learning of creative art activities in the Ashanti school for the Deaf at Jamasi in order to determine the pupils’ preference. The information was collected through interviews, individual files of the hearing-impaired children, observation and practical work. Results revealed that drawing was the major art activity in the primary section while the Junior high school practiced sewing. Pupils never had a chance of selecting the vocational skill option as it was practiced in all other junior high schools in the country. It was also evident that the school did not have a separate studio for their artwork. The teachers did not have training in art education. They were, however, optimistic that an upward progression of art teaching would be realized should courses or seminars be organized for them in art methodology.