Organizing differentiated instruction in STEAM activities for students with disabilities in elementary inclusive setting

Abstract

Currently, more and more training programs in many countries connect STEAM education to teaching and learning; however, students with disabilities still do not have access to STEAM activities in a methodical way and lack differentiation to be able to meet the needs of students with disabilities. In addition, differentiated instruction is widely known as a teaching model or approach to meet the diverse needs of students in the classroom, especially in an inclusive setting with students with disabilities. Therefore, this article focuses on understanding the issue of differentiated instruction in STEAM activities for students with disabilities in inclusive classrooms in elementary settings; from there, it propose some ways of organizing differentiated instruction in STEAM activities for students with disabilities to learn at inclusive elementary schools.