This qualitative case study explored the integration of Multimedia Arts into Science, Technology, Engineering, and Mathematics (STEM) education, transforming it into Science, Technology, Engineering, Arts, and Mathematics (STEAM) for special education students. Grounded in the principles of Universal Design for Learning (UDL) and John Dewey's educational theories emphasizing experiential learning tailored to students' interests and abilities, the study investigated how integrating multimedia arts could enhance the accessibility and engagement of STEM education for students with disabilities. Data was collected from classroom observations to examine student engagement and learning processes, students' artwork, reflective journals to capture students' lived experiences, and semi-structured interviews with students to gain insights into the cognitive and creative outcomes of arts-integrated STEM learning. By examining the intersection of arts and STEM disciplines through a UDL lens focused on promoting inclusive education, the study found that multimedia arts integration significantly improved engagement, accessibility, and comprehension of STEM concepts for students with disabilities. Students demonstrated enhanced cognitive and creative outcomes, indicating a deeper understanding of STEM subjects. This qualitative study contributes to understanding how to design dynamic, personalized STEAM learning environments that enable diverse learners, including those with special needs, to deeply engage with and demonstrate comprehension of STEM concepts. Findings illuminate strategies for making STEM more equitable through arts integration, suggesting that incorporating multimedia arts can effectively promote inclusivity and engagement in STEM education for special education students.