<![CDATA[Inclusive education at the secondary school level needs management that can accommodate the diverse characteristics of students with special needs. The presence of digital technology can serve as a support tool for integrating educational services with a STEAM approach that connects science, then technology, then engineering, arts, and mathematics in a contextual learning experience. This study aims to examine the use of digital technology in organizing STEAM-based inclusive education for students with special needs at SMP Lazuardi Al-Falah GIS Klaten. The study uses a descriptive qualitative approach with a case study design. Research information was obtained from observations, interviews, and document reviews, with informants who have at least three years of work experience. The findings show that digital technology is used to support learning arrangements, coordination among educators, information delivery, and the provision of learning resources. Teachers use digital platforms to manage assignments and monitor students' work, video conferences for communication and joint planning, digital documents to access work guidelines, and Chromebooks along with various learning websites to support STEAM activities. Using these tools helps teachers adjust learning activities to individual abilities, expand access to learning resources, and maintain service coordination. These findings show that integrating digital technology can support the organization of inclusive STEAM-based education that responds to the needs of students with special needs in a more targeted, flexible, collaborative, and context-appropriate way. ]]>
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