According to Kishore (2018) design thinking implicates that teachers and educators as practitioners and interventionists should design learning process and materials so as to make learning happen and make it more effective and efficient through continuous improvement in their practice and tools. For science, technology and math education (STM), the design thinking model of Kishore (2018) instruction can be suitable both in general education and special education settings since it individualizing learning based on the specific needs driven designed interventions