The aim of this article is to present the implementation of a teaching proposal on integrated STEAM education in a classroom of 5th year of primary education, which promotes inclusive education and attention to diversity through Universal Design for Learning and the use of various active methodologies. To this end, an integrated multidisciplinary model has been designed, bringing together four subjects through the common thread of the Japanese comic One Piece, in order to promote learning skills through collaboration, reflection, argumentation, creativity and experimentation.
https://www.scielo.org.ar/pdf/redef/v35n2/2250-6101-redef-35...

The article presents a practical and inclusive classroom application of the STEAM approach specifically designed to support students with Intellectual and Developmental Disabilities (IDD). It describes an intervention carried out with students from a special education class in Brazil, involving interdisciplinary STEAM activities centered on the theme of volcanoes. The pedagogical strategy integrated science (natural phenomena), technology (use of apps and videos), engineering (constructing a volcano model), arts (drawing, modeling, storytelling), and mathematics (counting, measuring materials) into a cohesive learning experience .
Students engaged in hands-on activities such as building and simulating a volcanic eruption using materials like clay, vinegar, and baking soda. These activities were designed not only to develop conceptual understanding but also to promote cognitive and sensory engagement, motor coordination, and communication. The tasks were adapted to students’ individual profiles, allowing for participation at different levels based on their abilities. Importantly, the experience showed that students with IDD can engage meaningfully in scientific and technological processes when instruction is made accessible, visual, tactile, and socially interactive.
This STEAM-based approach fostered curiosity, active participation, teamwork, and emotional involvement. Teachers observed increased motivation, improved attention spans, and better peer collaboration. Thus, the study supports the idea that when thoughtfully implemented, STEAM education can be a powerful tool for promoting inclusive and meaningful learning in classrooms with students with IDD.