In this article we share some advances that are part of a larger investigation, in relation to artistic education and disability. We intend to contribute to the visibility of the strategies that some theater teachers put into play to promote the personal and social skills of adolescents with disabilities. The paradigm of disability has evolved in recent decades. Currently it is considered that the social exclusion to which people with disabilities are subjected is the responsibility of the social context that diagnoses them as failed bodies according to the productive scheme of the consumer society. Even so, this group still has to gain a lot of ground in the path of inclusion and social justice, understood from the triple dimension of distribution, recognition and participation (Murillo and Hernández Castilla, 2014). On the other hand, we consider that artistic education, as a humanistic pedagogy, promotes in people the improvement of social skills, the strengthening of self-concept and the possibility of expanding their own knowledge and that of the society in which they work. Therefore, we consider that artistic education promoted by theater teachers, through a task of creative pedagogical mediation, can offer people affected by their disabilities, a reparation space that promotes social justice and inclusion.