Background:
There is an urgent educational need to investigate the cultural gaps, cultural competemility,
diversity, equity, inclusion, and accessibility (DEIA) that affect the teaching and learning
environments in inclusive education worldwide. This research investigates the significance of
international education programs, cross-cultural exchanges, and multicultural curricula in
fostering cultural understanding, relationships, associations, and global citizenship in inclusive
classrooms and societies.
Methods:
This mixed study analyses the current perceptions of cultural compatibility, diversity, equity,
inclusion, and related challenges among students and teachers involved in inclusive education and
recommends future directions.
Outcomes:
Pointers for why Multicultural, inclusive education is essential to students,
Students can identify and connect with people of different races, ethnicities, and
cultures.
2. Students acquire a more profound knowledge of diversity and are open to
interconnectedness and human relationships amidst diverse individuals.
3. Students are encouraged to be open-minded, flexible, and receptive.
4. Students are better equipped to succeed in varied workplaces or settings while
associating with diverse social groupings.
5. Inclusion serves as a model democracy where students from diverse abilities and
cultures interact and appreciate each other.
Conclusion:
Parents are the primary decision-makers regarding their Children’s education. Inclusive education
involves various stakeholders, viz. teachers, students, parents, and external groups such as the
community, psychologists, politicians, school principals, and administrators. Their opinions will
direct policymakers and school authorities to provide support and direction for inclusive education
across various disabilities and cultures.
Keywords: Cultural Perspectives, Inclusive Education, Special Education
Publication date: 01/07/2024
https://ijbpas.com/pdf/2024/July/MS_IJBPAS_2024_8212.pdf
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https://doi.org/10.31032/IJBPAS/2024/13.7.8212
