Teachers’ Perspectives on STEM Learning for Students with Intellectual Disabilities in Inclusive Schools: A Needs Analysis

English

Abstract

Inclusive education requires instructional approaches that respond to the diverse learning of students with intellectual disabilities. STEM learning provides potential for concrete and meaningful learning experiences, but the implementation of STEM learning in inclusive schools remains inadequately. This study aimed to explore teachers’ perspective on the implementation of STEM learning for students with intellectual disabilities and to identify the challenges and instructional needs for developing adaptive STEM learning resources, primarily for students with intellectual disabilities. A qualitative exploratory design was employed in five inclusive elementary schools in Pulogadung District, Jakarta, involving 33 teachers selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and document analysis and analysed using qualitative descriptive analysis. The findings indicate that STEM-related learning is integrated into Coding, mathematics, and IPAS activities rather than implemented as a standalone subject. The implementation in inclusive schools is constrained by limited special education preparation, lack of standardized STEM guidance, insufficient adaptive instructional resources, and workload and time constraints. This findings showed the need for practical and adaptive STEM learning for students with intellectual disabilities.