Evaluation of Mathematics Course STEM Activities of Students with Learning Disabilities

This study aimed to evaluate the teaching of patterns to students with learning disabilities through STEM activities. The study employed a qualita-tive multiple case design, one of the qualitative research approaches. The participants were three students diagnosed with learning disabilities receiv-ing fully inclusive education in a third-grade classroom at a public school. The data were collected through observations, interviews, video recordings, the STEM Skills Rubric, the Product Evaluation Form, achievement tests and analyzed using descriptive statistics and content analysis. The findings re-vealed that STEM activities contributed to increased academic achievement among students with learning disabilities. The students could utilize their patterning skills in mathematics and reflect their knowledge of science in the materials they designed. Additionally, they demonstrated proficiency in fine motor skills related to engineering, such as cutting with scissors and gluing. However, the students needed to improve in mathematical skills such as measurement and alignment and utilizing technology. The analysis of inter-views conducted with the students at the end of the implementation indi-cated that the students found the activities enjoyable. They reported experi-encing the most difficulty while designing and drawing materials but de-rived the most enjoyment from coloring and creating patterns. The students also stated that they benefited from science, mathematics, engineering, and technology in their designed products. Based on the findings, further studies are recommended on using STEM activities in different mathematical topics or with various disability groups.