Teachers of students with severe multiple low-incidence disabilities have been tasked with the implementation of grade-level Common Core State Standards (CCSS) and content through all curriculum areas and academic skills. These school mandates often leave teachers searching for methods, best practices, accommodations, and tools to implement these new standards into their lessons and Individualized Education Programs. With the increasing use of STEM programs in schools, the use of technology, specifically robotics and coding, has become a key component in today's curriculum. The popularity of STEM education and the existence of robotics posed a unique opportunity for teachers, who work with students with disabilities, to differentiate instruction and provide multiple means of expression and engagement to their lessons. However, the specific problem is that the implementation and perceived impact of robotics for the education and therapeutic goals of students classified with low-incidence disabilities remain unknown. This exploratory case study offered the unique opportunity to explore how teachers, therapists, and administration of the A. Harry Moore School select, implement and instruct students with low-incidence disabilities with robotics and incorporate Universal Design for Learning principles. Through observations and interviews, this study examined teacher, therapeutic, and administrative knowledge, implementation and perceptions of the use of robotics and how they impact student educational and therapeutic goals. The study found that teachers and therapists of students with low-incidence disabilities use robotics to increase student motivation, engagement, performance, and enjoyment. Robotics can help students meet the federal mandates to perform at the level of their nondisabled peers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]