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Create an inclusive learning environment that recognizes the unique characteristics of each student

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Multicultural education connects the different worlds of each student and integrates them into a single place called the classroom, seeking to bring together the different levels of the members of the classroom with the social, political, and cultural aspects. According to the article by Mika et al., (2024) Valuing and honoring diversity; it mentions that despite our diverse origins, sharing and gaining experiences always results in empathy in honor of the diversity of multicultural inclusion in Special Education.

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Introducing families into the classroom is part of the curriculum that allows students to describe and share their perspectives, traditions, and cultures to help them integrate and be accepted in the classroom.

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Audiobooks, big books, and a digital library are some of the materials needed for students to identify with them based on their culture, religion, values, and books that address the different types of students' needs. This also provides a space to develop respect for others.

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special needs library classroom autistics 

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Family participation in expressing and explaining their roots, traditions, and values ​​is a bond that strengthens students' self-esteem and increases their curiosity.

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World Autism Awareness Day is celebrated on April 20th, established by the United Nations in 2007. Celebrate diversity at the right time. Hispanic Heritage Month on September 15th, Indigenous Peoples' Day on the second Monday of October, and African American History Month on February.

Dedicate a space in the classroom to short reviews about the history of multiculturalism.

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Adapting the activity to teaching with visual materials and manipulatives, the Unique program offers appropriate reading with activities to recognize multicultural topics such as gastronomy and traditions with visual resources for the understanding of autistic students.

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The literature highlights several benefits of using the history of mathematics (HoM), including making lessons enjoyable (Lawrence, 2006).

The mathematics course is based on logic rather than measurement. The history of mathematics originated from the need to count and measure. Egypt developed its number systems around 3000 BC, and cultures such as Babylon, India, China, the Mayans, and Greece contributed to these advances.

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The explanation with pictograms is provided using a map of the different Mesopotamian cultures that developed numerical systems and tabulations for arithmetic.

Egypt, decimal systems for powers of 10.

Mayan culture, vigesimal number system with base 20.

China relied on arithmetic and geometry for trade and communication.

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Recognize and respect the unique characteristics of each student, adapting teaching to their needs, abilities, and interests, as well as their different languages, using technological resources for translation.

Connect diverse subject areas and concepts for deeper and more contextualized learning, promoting critical thinking and creativity.

Collaborative work and co-teaching:

Involve different professionals (teachers, support teams) in the educational process to work together to plan and implement inclusive strategies.

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Lawrence, S. (2006). Maths is good for you: Web-based history of mathematics resources for young mathematicians and their teachers. Journal of the British Society for the History of Mathematics, 21(2), 90–96. https://doi-org.lopes.idm.oclc.org/10.1080/17498430600803375

Mika C. Leck & H. Prentice Baptiste (2024) Valuing and Honoring Diversity: Autoethnography in Classrooms to Promote Multicultural Education, Multicultural Perspectives, 26:2, 145-151, DOI: 10.1080/15210960.2024.2380984

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A curriculum should be adapted with materials from diverse literatures about cultures, promoting respect, empathy and enjoying collaborative activities with a touch of emotion integrating experiences such as music, art and food to create a space of mutual understanding.

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A space within the classroom of a cultural and formative nature for students. The intention of creating a museum within the classroom is to collect cultural objects and manage visits from other classes in the school to spread the story of each student.

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Both activities are pedagogical tools that give students the opportunity to speak and encourage critical thinking, argumentation, and reflection on the topics of understanding different cultural perspectives.

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Including music means listening to voices of cultural exchange. Most of the time, rhythm brings people closer together, and people joyfully accept the rhythm and instruments as pieces of the puzzle, creating empathy for others. Encourage students to connect music with their geographic or family culture.

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Jensen and Halkier, (2011) Food consumption is one of the culturally sensitive traits that depends largely on the sociocultural environment in which a person resides. Food is a personal appreciation that arises from a sensory experience, where the brain interprets basic flavors through smell, texture, temperature, and other stimuli, all with the intention of acquiring experiences and different expectations of cultural diversity, reflecting each student's history.

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Building strong relationships between families and the community is about seeking collaboration for student well-being outside the classroom to develop a strong and supportive social environment.

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It is about establishing relationships that generate a positive and lasting change in empathy, values, connections and establishing active communication of their cultural differences and expressing their learning. Adolescence is also a crucial time in the life course for identity development, a process that often includes the exploration of career interests and, ultimately, life purpose (Eccles, 2009).

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Collaboration between families and the community creates a stronger and more stable relationship, which helps students develop a deeper understanding of multicultural relationships. Attend a library reading group featuring diverse authors where they explore different cultures.

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The involvement of parents and the school community is a mutual effort that benefits students through socialization within the school community and the identification of the best decisions for progress and acceptance of different cultures. Belonging to a parent organization such as the Parent-Teacher Association (PTA) promotes education and understanding of multicultural education.

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Parents' attendance at meetings and being aware of the educator's daily activities in student integration are more successful in achieving students' overall development through improved open, active, and ongoing communication. Both educators and parents grow academically, socially, and emotionally. Furthermore, educators' work is more valued for striving to achieve multicultural connection.

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Eccle J. (2009). Who Am I and What Am I Going to Do With My Life? Personal and Collective Identities as Motivators of Action. Educational Psychologist, 44(2), 78–89. https://doi-org.lopes.idm.oclc.org/10.1080/00461520902832368

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Jensen, B. Halkier (2011), Rethinking Intercultural Network Communication as a Resource in Public Intercultural Health Communication

Journal of Intercultural Communication, 11 (1) (2011), pp. 1-15

https://doi-org.lopes.idm.oclc.org/10.36923/jicc.v11i1.522