In recent years researchers and educators have paid more attention to the importance of integrated fields of science, technology, engineering, arts, and mathematics (STEAM) as powerful approach in teaching all students, including those with learning disorders (Ge, Ifenthaler & Spector, 2015; Hwang & Taylor, 2016). Elements of STEAM have been applied to nearly every group of age, including to kindergarten (Aronin & Floyd, 2013), elementary stage (Han, Park, Jo, Park & Kim, 2011), high school (Jho, Hong & Song, 2016), and at the higher education level (Ge, Ifenthaler & Spector, 2015). Further, STEAM has been utilized with students with disabilities (Hwang & Taylor, 2016). In this chapter, an emphasis will be placed on the importance of applying STEAM education for students with learning disorders (LD). These students have been recently included in the general classrooms with their peers who come from the community. Students with disabilities have the right for a full access to the general education system. Yet, the question to be asked, is the educational system ready to welcome them and provide them with the best education that most match their needs?
https://www.isres.org/books/chapters/4_01-01-2020.pdf?

The article highlights the potential of STEAM education (Science, Technology, Engineering, Arts, and Mathematics) as a powerful and inclusive instructional approach for students with Specific Learning Disorders (SLD), which often overlap with profiles of intellectual and developmental disabilities (IDD). The inclusion of the arts in STEM enhances flexibility, creativity, and self-expression—key factors that help reduce traditional barriers for learners with IDD. The practical application of STEAM for these students is grounded in the Universal Design for Learning (UDL) model, which offers multiple means of representation, expression, and engagement. This adaptability supports varied cognitive, perceptual, and social needs, allowing for meaningful and accessible learning experiences. For instance, visual aids such as concept maps and graphic organizers (illustrated in Figure 1 on page 7) are proposed as visual arts strategies that help students visually represent complex scientific ideas and reflect their understanding in diverse ways.