STEAM Activities in the Inclusive Classroom: Intentional Planning and Practice

Abstract

The promotion of equity and access for all children to learn science is critical in early childhood settings. Considering the benefits of teaching science, technology, engineering, arts, and mathematics (STEAM), it is important that educators embed this pedagogy across early childhood settings. In order to promote access in inclusive early childhood settings that include young children from birth to 8 years of age with or without disabilities to STEAM pedagogy, educators need to be intentional about their practice. This article provides a four-step approach to using an intentional framework, universal design for learning (UDL), to plan for and implement STEAM pedagogy in the inclusive classroom. Practical implications are illustrated through examples of an early childhood educator and a child with autism in an inclusive urban education setting.