Journal of Education and Human Development September 2017, Vol. 6, No. 3, pp. 38-52 ISSN: 2334-296X (Print), 2334-2978 (Online) Copyright © The Author(s). All Rights Reserved. Published by American Research Institute for Policy Development DOI: 10.15640/jehd.v6n3a5 URL: https://doi.org/10.15640/jehd.v6n3a5 Students with Disabilities and LEGO© Education Shirley Disseler 1 & Gabrielle Mirand 2 Abstract This study examines the effects of inquiry-based learning on students with mild or moderate disabilities. After all materials and preliminary procedures were completed, students participated in a series of lessons, along with the completion of a pre-assessment and post-assessment to gather baseline and intervention data. Each lesson utilized inquiry-based learning methods through the use of LEGO © Education EV3 Mindstorms. These activities targeted areas involving force, motion, direction, and distance. The students’ conceptual understandings were measured by an assessment created by the principal investigator. Results indicate a positive increase in content knowledge and disposition toward learning. The intervention process consisted of two weeks, actively using eight days to investigate these concepts. The discussion focuses on the various methods necessary to take in order to make STEM education and active progress more accessible to students with mild or moderate disabilities by making changes in instruction, inclusion, and attitudes. Keywords: inquiry-based learning, STEM approach, STEM literacy, mild and moderate disabilities, special education, constructivism, sociocultural theory, integration, 21 st century skills, free and public education (FAPE), LEGO © Education An Inquiry-Based Approach to Improve Growth in Mild and Moderate Disabilities Introduction The United States federal government has recently noted a critical lack in the level of involvement in science, technology, engineering, and mathematics (STEM) fields in relation to globally competitive career opportunities for future populations. The implementation of STEM education was initially meant to challenge gifted students within these areas. Society continues to experiencea technological revolution that is demanding more STEM jobs in the global marketplace. “Although degrees in some STEM fields (particularly biology and computer sci ence) have increased in recent decades, the overall proportion of STEM degrees awarded in the United States has historically remained at about seventeen percent of all postsecondary degrees awarded. Meanwhile, many other nations have seen rapid growth in postsecondary educational attainment – with particularly high growth in the number of STEM degrees awarded” (Kuenzi, 2008, p. 1). As a result, teachers are highly encouraged to become more knowledgeable in STEM fields through professional development and improved teacher preparation. Teachers are acquiring integration strategies in order to promote problem-solving skills and show real world application necessary for students to become proficient in 21 st century acquirements. In addition to promoting STEM education, the government is also investing in STEM research and development. About three billion dollars of federal funding is being allocated to STEM education. 1 Associate Professor and Chair, Elementary and Middle Grades Department, High Point University, LEGO Education Ambassador, NA 2 Special Education Teacher, High Tech High ,San Diego California