STRATEGIES FOR INCLUSIVE EDUCATION AND INTERCULTURAL COMMUNICATION IN PRIMARY SCHOOL

Year 2024, Volume: 13 Issue: 3, 175 - 184, 30.09.2024

Kaloyan Damyanov

https://doi.org/10.55020/iojpe.1355332

Abstract

This article explores strategies for inclusive education and intercultural communication in primary schools. The primary objective of this study was to identify effective practices that address the challenges faced by primary school educators, such as inadequate training, limited resources, and managing large class sizes. The study employs a mixed-methods approach, combining qualitative and quantitative data collected through surveys of 75 novice teachers in Sofia, Stara Zagora, and Pazardzhik, Bulgaria. The data were analyzed using descriptive statistics and thematic analysis to identify trends, strategies, and barriers to current practices. The results highlighted the predominant use of differentiated instruction, cooperative learning, and culturally sensitive teaching as key strategies for fostering inclusion and intercultural communication. Based on these findings, this study recommends enhancing teacher training programs, improving access to resources, and promoting co-teaching partnerships between primary and resource teachers to better support inclusive practices in primary education.

Keywords

Inclusive education, intercultural communication, primary teachers.

Ethical Statement

All participants were fully informed of the objectives and procedures of the study and provided their consent to participate. The study ensured anonymity and confidentiality of all participants, with data stored and processed in compliance with personal data protection laws. Ethical approval for this study was obtained from the relevant institutional review board. All ethical rules were observed at each stage of the research. The author declares that he acted in accordance with ethical rules in all processes of the research.

Supporting Institution

Regional Center for Inclusive Education-Sofia-city, Bulgaria

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