This concept paper discusses inclusive teaching practices in Mathematics education to ensure that all students, regardless of their abilities or background, can access and acquire Mathematics knowledge according to their individual needs. Inclusive teaching refers to students with special needs and includes those with different learning styles, diverse cultural backgrounds, and students who face difficulties understanding Mathematics concepts. This concept paper explores key challenges in implementing inclusive teaching, particularly the lack of context-specific instructional strategies and inadequate, ongoing professional training tailored to the needs of diverse classrooms. To address these challenges, several strategies are proposed, including differentiated instruction, the use of educational technology, co-teaching models, and culturally responsive pedagogy. These approaches are intended to create more engaging, flexible, and supportive learning environments that meet the needs of all students. Indirectly, integrating inclusive strategies can make Mathematics education more accessible and meaningful for all students. As a result, teaching becomes more effective and students become more actively engaged in their learning process. Overall, inclusive teaching benefits students with special needs and contributes to a more equitable and collaborative classroom environment for all students.
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