Inclusive education and climate change in the dominican Republic: Strategies for a sustainable and equitable future

Abstract

This article analyzes the intersection between inclusive education and climate change mitigation strategies in the Dominican Republic. It explores public policies and initiatives implemented to ensure that students with disabilities, including those with autism spectrum disorders (ASD), actively participate in environmental education. An integrated approach is proposed that advocates for the inclusion of all students in decision-making and in taking actions to address environmental challenges. The study concludes with recommendations to enhance the synergy between inclusive education and sustainability.