STEAM education is an interdisciplinary approach that encompasses Science, technology, engineering, mathematics, and the arts. This method was first initiated in the US and in recent years it has drawn attention in the world. In developed countries, STEAM education has been applied to special education and confirmed as an alternative approach to traditional teaching. This article focus on the characteristics of students with learning disabilities and the benefits of STEAM education for these students. The article used previous research results to clarify the issue of the benefits of STEAM and how to apply this method to students with a learning disability in inclusive education. The results show that integrating STEAM in universal design for learning is an effective way to inclusive education for students with a learning disability. This method should be widely applied not only to students with normal development but also to students with learning disabilities in Vietnam to improve the quality of inclusive
Students with learning disabilities often have low academic achievement because of the cognitive disorders and impaired working memory as well as executive functions such as processing-organizing and remembering information. The development of metacognitive skills shows in the eight pillars of metacognition such as self-awareness, self-control, and selfregulation help students to recognize weaknesses and apply strategies to support them offset their cognitive deficits, by becoming more flexible and adapt to any changes. STEAM education for students via multi-faceted and multi-sensory approach to develop metacognitive skills, control and monitor how children learn while building necessary knowledge, ensuring equality in learning academic and work opportunities for all students. Thereby, improving their selfesteem, confidence and independence of students with learning disabilities, helping them cope with challenges in the future.
Experimental activities emphasizes the subjective experience of the learners, it requires practical experience and reflects the experience of learners. For environmental education, this is an important educational orientation - education in the environment. With this approach, the environment will become a various and lively realistic laboratory for teachers and learners, with students' excitement and high learning efficiency. This article analyzes a number of theoretical and practical issues about the organization of experiential activities to develop environmental protection capacity in teaching at primary school level. From there, some recommendations are given to teachers in organizing experiential activities to develop environmental protection capacity in teaching at the primary school level.
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