<![CDATA[Learning English vocabulary poses a significant challenge for students with intellectual disabilities due to their cognitive limitations, short attention spans, and difficulties in recognizing letter symbols. This study aims to describe how 3D clay art is integrated into English vocabulary teaching, explore students' responses and learning experiences, and identify the challenges encountered during its implementation. A qualitative case study design was employed, involving 10 elementary school students with intellectual disabilities and one English teacher at SLB Putra Mandiri Surabaya. Data were collected through observations, interviews, and documentation, and analyzed using thematic analysis. The findings showed that the integration of 3D clay art followed three systematic stages: vocabulary introduction and creation of 3D boards, reading and writing practice (by tracing tactile clay letter outlines), and vocabulary understanding practice through realia association. Students exhibited positive verbal and non-verbal responses, showing high enthusiasm, visual-tactile engagement, social interaction, and creativity in choosing colors.]]>
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