Promoting Cultural Sensitivity in Supporting Learners with Special Needs Within Indigenous Communities

This study examined the current practices and strategies employed by teachers in promoting culturally responsive education for Indigenous LSEN. Utilizing a quantitative descriptive method, the research explored the extent of special education and cultural competence training among teachers, the integration of Indigenous knowledge in curriculum design, the level of community engagement in the educational process, and the policy measures needed to bridge existing gaps. Findings indicated that while teachers acknowledge the importance of cultural training, they often felt inadequately prepared to effectively integrate Indigenous perspectives into special education, schools lacked sufficient professional development opportunities in cultural competence and existing curricula failed to reflect Indigenous knowledge and traditions, and community involvement remained inconsistent which limit the impact of culturally relevant educational approaches. Moreover, systemic issues such as resource shortages, infrastructure limitations, and cultural conflicts further hindered effective instruction. Notably, teachers with higher educational attainment and longer experience reported greater exposure to special education and cultural diversity training, while newer teachers received less preparation in these areas. To address these challenges, the study recommended mandatory training in both cultural competence and special education, stronger institutional support for cultural conflict resolution, enhanced community engagement strategies, equitable resource distribution, and collaborative policy development with Indigenous communities. By implementing these measures, schools could foster a more inclusive and culturally responsive learning environment, ultimately improving educational outcomes for Indigenous LSEN.