The Greek educational system in general, does not seem to have taken seriously into account how the education of deaf students should be managed. In the case of art although it can be easily taught, by nature, to people with special difficulties, the unreadiness and sometimes ignorance and embarrassment of art teachers in front of deaf students makes this subject particularly hard to teach. So what are the possibilities Greek art and design teachers have to pass on their knowledge to deaf students? What ways, principles and methods should they adopt in order to contribute to the unification of a polymorphic cultural and social mosaic of personalities such as an art class with many students including some deaf? This paper attempts to illuminate some dark spots of the current Greek art teaching in Higher Education regarding the contradictions and inequalities that can be created in a classroom under the above conditions.