Breaking Barriers in STEM Learning: Effective Practices for Utilizing Universal Design for Learning and Design Thinking (UDL-DT) Module with Special Needs Students

Abstract

This study aims to highlight the inclusive STEM education teaching approach that teachers can implement for students with special educational needs (SEN) at SK Bagan Jermal. Science, Technology, Engineering and Mathematics (STEM) education at the school level is increasingly a concern and discussion in the Malaysian education system. However, STEM education among students with special educational needs (SEN) is not given due attention and is lagging in education. STEM education is important to all students including SEN students. The implementation of STEM education for SEN students presents unique and different challenges to teachers. The teaching approach through Universal Design for Learning – Design Thinking (UDL-DT) provides an inclusive learning environment that caters to the needs of all students. This approach can ensure that SEN students receive quality STEM education and develop the skills and knowledge needed to succeed in the field of STEM education. Additionally, UDL-DT can provide a class environment accessible to SEN students that may never have been considered before. This study involved three students with special education needs with the mainstream students in the STEM Club. The findings on the implementation of the UDL-DT approach based on observation, rubric analysis, and student interviews show that this approach has successfully attracted and identified the potential of SEN students in STEM education as well as improving the practice of teachers in teaching and learning process from the aspect of drafting, planning and implementing activities for SEN students.