Beyond the Acronym: Interlacing STEAM, Special Education, and Guiding Inquiry
Year: 2025
Type: article
Abstract: Interlacing STEAM and special education fosters inclusive, adaptive learning environments for special needs learners that support interdisciplinary and transdisciplinary instruction. The interwoven nature of STEAM enhances engagement, accessibility, and problem-solving for all learners, including students with disabilities. Constructivist methodologies, inquiry-based learning, and multimodal instruction ensure that STEAM extends beyond content knowledge to cultivate critical thinking, creativity, and self-efficacy. Assistive technologies, child-computer interactions, and digital fabrication provide pathways for diverse learners to participate in meaningful, inquiry-driven learning experiences. Intentional scaffolding supports students with varied cognitive and physical abilities, reinforcing engagement and accessibility. Professional erudition serves as a model for enhancing teacher capacity, combining targeted professional development with sustained, site-based professional learning. Findings indicate that STEAM education, when interlaced with special education, creates a responsive learning framework that empowers all students, strengthens interdisciplinary collaboration, and fosters accessibility. Recognizing STEAM and special education as interconnected rather than disparate disciplines ensures that learning remains dynamic, inquiry-driven, and inclusive for all students.
DOI: 10.46328/ijonse.402
Institution: Governors State University
Language: English
Topic: STEM Education
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W4410067158