Normally when we think about “special needs” in education, our minds often go to children with learning disabilities or challenges that make it more difficult for them to learn compared to their peers. However, it’s crucial to expand this definition. The term “special needs” might better be understood as “specific needs”, which includes considerations beyond traditional notions of disability. Among these needs is the imperative to take into account a child’s heritage and cultural background.

In my role as an educator, I encountered a child who was silent during circle time. That child showed no understanding of simple questions and struggled to follow basic requests. The parents had explained that even though their home language was not English, the child knew the language because they had been exposed to English through English songs and cartoons. With this example, I would like to underline a crucial aspect: exposure to a language does not necessarily mean full comprehension.

In multicultural settings, children are often exposed to multiple languages and cultural practices from a young age. It is vital for everyone, but especially for us educators, to recognize that a child’s ability to communicate in a language or play in a certain way may not always reflect their true understanding. This is particularly relevant when it comes to assessing a child’s learning needs.

Research supports the idea that culture shapes how children perceive and interact with the world around them. According to a study published in the Journal of Frontiers in Education, cultural background significantly impacts a child’s learning process including motivation and engagement (Anyichie & Butler, 2023). This highlights the necessity for educators to move beyond labels and embrace the diverse cultural backgrounds present in their classrooms.

In fact, an article in the Harvard Educational Review emphasized the importance of culturally responsive teaching practices, noting that when educators integrate students’ cultural backgrounds into the curriculum, it leads to increased engagement and academic success (Oberg De La Garza, T., Lavigne, A. L., & Si, S., 2020). This suggests that understanding and honoring cultural differences can have a profound impact on student learning outcomes.

In our diverse and multicultural classrooms, the understanding of cultural nuances is not just an asset — it’s a necessity! We must move beyond labels and stereotypes, embracing the diverse cultural backgrounds in our classrooms.

To achieve this, ongoing professional development in cultural competence is crucial. This means actively seeking out training, webinars, and resources that enhance our understanding of diverse cultural perspectives. It means engaging in reflective practices to assess our biases and assumptions. It means fostering a learning community where we share experiences and strategies for promoting cultural inclusivity.

By investing in our own cultural competence, we not only enrich our teaching practices but also cultivate an environment where students from all backgrounds can thrive.