Arts and cultural education wasn't provided in schools for youth with intellectual disabilities until the revised 2008 special school curriculum allowed those schools to flexibly offer two or more classes of creative optional activities for every grade on a weekly basis in accordance with their own circumstances. As arts and cultural education has been provided for students with intellectual disabilities just during a short period of time, each school isn't yet well aware of the importance of arts and cultural education appropriate for students with intellectual disabilities, and no studies have ever tried to find out the way mothers look at this education and what they expect from it, either. The purpose of this study was to examine the awareness of mothers for arts and cultural education for students with intellectual disabilities and their needs for that in an attempt to provide some information on how to teach the arts and culture to those students and what to teach. The subjects in this study were 150 mothers who raised students with intellectual disabilities in the city of Busan. And it's found that in order to ensure the success of arts and cultural education for students with intellectual disabilities, its objects and what to teach should clearly be determined, and that those students should be taught not to be alienated from others while they have social and cultural communication. To make it happen, they asked for the kind of arts and cultural education that assists students to build good social relationships, to express themselves well and to enjoy a better quality of life.