Over decades, different systems of education have hugely struggled to deal with the issues of Multicultural Special Education due to increasing diverse cultures in the society (Obiakor, 2007) . Nevertheless, most people lives under subject poverty and more so high rates of single-parent families are some of the hot issues that make it problematic to deliver quality education to teenagers with special needs more multifarious than ever. Moreover, evaluating special needs is challenging to take part in because of inherent racial biases and cultural alterations. Consequently, despite children with appropriately recognised unique necessities, dissimilarities in both languages and culture may build safe but challenging learning environment more difficult.
Interacting with strangers from diverse backgrounds is a multicultural issue since it creates significant problems when it comes to the administration of special education especially in the identification of discrepancies. On top of having special needs, children with diverse racial-ethnic or even language background are also prone to difficulties in understanding classroom instructions among other activities in learning institutions. The education system comprises more of these children with special needs than it would be estimated by the fraction their demographic denotes in the society (Festus E. Obiakor, 2014) . It is sometimes challenging to assess individual needs in a learning environment due to natural, cultural diversities and racial biases. For instance, behavioural complications in a classroom may arise due to a culture that does not visibly define healthy behaviour boundaries for it teenagers thus may not be as a consequence of special needs. This indicates that interacting with a stranger with diverse backgrounds forms a multicultural issue that also influences the effective and efficient delivery of special education to those really in need. Moreover, communication is vital in schools, and therefore differences of cultures create a multicultural issue in the provision of special education.
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To be fully incorporated in the education systems and more to reduce barriers to learning, parents of children with special needs need to an alliance with the respective authorities to initiate Individualized Education Programs (IEP) to best serves their kids. It is worthwhile to note that understanding the value of education and the purpose of special education is the crucial foundation for the creation of effective Individualized Education Programs. Furthermore, deployment of Individualized Education Programs increases social instigations creates better affiliations and networks among children with special needs (Vang, 2010) . Opening Doors Program is an example of IEP program that’s was put in place to disseminate information and afford resources to children with hearing loss complications. It aims at providing technology resources to help those children to deal with their problems in communication irrespective of their cultures.
One of the major problems faced by IEP team members is lack of parent support when helping their children in need. For effective IEP programs, guardians support plays a principal role in their effectiveness. Lack of appreciation is another challenge that Individualized Education Program team members face as their general education colleagues are always recognised in almost all instances. Bearing in mind that each student may be having unique problems, it is challenging for IEP members to deal with multiple disabilities at the same time.
In conclusion, the existence of multiple diverse cultures brings about multicultural issues in the implementation of special education. Children with diverse racial-ethnic or even language background are also prone to complications in understanding classroom instructions among other activities in learning institutions irrespective of whether they have specific disabilities. In other words, cultural differences make it hard to address children will special needs especially in the current education system and thus something ought to executed. However, the introduction of Individualized Education Programs has taken a step ahead in the handling of multicultural issues regarding special education.
References
Festus E. Obiakor, A. F. (2014). Multicultural Education in the TwentyFirst Century Contemporary Perspectives in Special Education. IAP.
Obiakor, F. E. (2007). Multicultural Special Education Implementation: Cultural Responsive Teaching. Pearson/Merrill/Prentice Hall.
Vang, C. T. (2010). An Educational Psychology of Methods in Multicultural Education Educational Psychology: Critical Pedagogical Perspectives. Peter Lang.
