Holly Heshmati, University of Warwick, UK

Since STEAM (Science, Technology, Engineering, Arts, and Mathematics) education moves beyond traditional theoretical teaching methods, it has the potential to significantly engage students' interests and motivate them to take an active role in their own learning processes. This approach encourages students not only to absorb information passively but also to explore, create, and innovate. Through STEAM education, students can develop essential problem-solving skills and enhance their creativity. Furthermore, they gain the capability to apply their knowledge effectively in a society characterized by rapid change and technological advancement. Recognizing these benefits, it is crucial to adapt STEAM education, which has primarily been implemented for general education students, to the classroom environments of students with intellectual disabilities. This demographic accounts for a substantial proportion of all students with disabilities and often faces considerable difficulties in cognitive skills development. By integrating STEAM principles into their educational experiences, we can provide these students with opportunities to engage with content in a more meaningful way, thereby fostering their academic growth and personal development. This study is designed to explore three fundamental aspects related to the implementation of STEAM education in special education settings. First, we aim to gather insights into special education teachers' perceptions of current educational practices and how these practices impact student learning. Second, we will assess educators' perspectives on STEAM education as a viable alternative to traditional teaching methodologies, focusing on its effectiveness and appeal. Lastly, we will investigate the specific challenges that teachers encounter when trying to implement STEAM education in their classrooms. To conduct this research, we employed a purposive sampling method to select participants from special schools that cater to students with intellectual disabilities. We specifically targeted teachers who are actively incorporating STEAM education into their curricula, as their insights will be invaluable to our understanding of this educational approach. In preparing the questionnaire for our study, we carefully considered the existing conditions and needs of special schools serving students with intellectual disabilities. Additionally, we reviewed relevant prior research to ensure that our questions were well-informed and pertinent. The analysis of the interview results will be presented in detail, correlating with the established research objectives, to highlight the findings and implications for the future of STEAM education in special education settings.

APA:
Heshmati, H. (2024). Exploring the Insights of Special School Teachers on the Implementation of STEAM Education for Students with Intellectual Disabilities. Journal of Education and Teaching Methodology, 5(2), 33-44. https://doi.org/10.33832/jetm.2024.5.2.04