Both inclusive and intercultural education can not be achieved only within the school, so besides the goals teachers are fulfilling, the parents are also important. They can get involved in school life, trust the policies promoted by them, encourage the talents and successes of their children, do not get discouraged if they have children with ESCs, accept diversity, accept their own child as a distinct, unique person , in particular, to accept others, to resort to support services provided by the institution and the community (psychologists, social mediators, etc.), to propose to the school to develop educational programs, according to the identified needs, to take responsibility and practice volunteering in school, give positive feedback, be good listeners, take initiative and participate in the proposed activities.

In the development of children in the spirit of tolerance is very important triad family-child-kindergarten; cooperation between these two worlds of children is the fundamental factor in any of the components of education, but especially when we want to have future tolerant and easily adaptable adults.

Intercultural education aims to develop an education for all in the spirit of recognizing the differences that exist within the same society and less (or at all) to the education of different cultures, which would involve staticism and isolation of cultural groups. Intercultural education privileges interaction and dialogue, the courage to get out of itself and the desire for projection in the other. An education conceived in the intercultural perspective will resemble the relationships between school and other educational spaces; it will overflow the walls of the school, prolonging and insinuating itself in informal activities in everyday life. As multiculturalism is not only within the school's perimeter (often beyond or after school), we must prepare ourselves in advance to meet and value it.