Studies show that integrative STEM education (iSTEM) is useful for all learners as it is hands-on and engaging, utilizes an inquiry approach, fosters essential soft skills - which are defined by the University of Missouri (2023) as “a set of personal attributes, behaviors, and social attitudes that enable individuals to interact effectively with others in a workplace or social environment,” and prepares students for the workforce (Roehrig et al., 2021). However, there is a lack of studies that address how iSTEM is used with students with special educational needs. Research suggests that individuals with disabilities are underrepresented in the STEM workforce (Zimmer et al., 2018). Based on the culmination of these findings, there is a gap between integrative STEM education and special education. Using a comprehensive literature review along with qualitative research methodology and my experience as an integrative STEM education methods minor, this study explores why the gap between iSTEM and special education exists and what can be done by schools and educators to decrease this gap.