THEORETICAL BACKGROUND: The intersections of inclusion, resilience, and socialisation within artistically stimulating environments are increasingly recognised in the education of individuals with Intellectual and Developmental Disabilities (IDD) and Autism Spectrum Disorders (ASD). However, scholarly attention remains limited regarding pre-professional support systems that integrate artefiletic (reflective) educational principles with studio practice. OBJECTIVE: This paper explores how artistic engagement in the field of outsider art offers transformative opportunities for advancing human rights and fostering sociocultural participation. METHODOLOGY: The study employs a qualitative longitudinal case study design (2016–2024), utilising participatory observation and unstructured interviews to track the development of a neurodivergent artist ("Ms. Petra") within a university-based inclusive studio in the Czech Republic. RESULTS: Findings demonstrate that long-term studio engagement enabled the participant to transition from a medical model of disability to a sociocultural one. Specifically, the artistic practice served as a non-verbal catalyst for emotional articulation, strengthened self-identity, and established a sustainable support network involving family and university facilitators. CONCLUSION: The research confirms that resilience is a learned educational outcome fostered by safe, democratic studio environments. The proposed holistic studio model offers a transferable framework for supporting the lifelong learning and professionalisation of artists with dual exceptionality.