Identifying Indicators of Inclusive Education for Students with Special Needs

Abstract

The aim of this study was to identify indicators of inclusive education for students with special needs in schools of Tehran. This qualitative study employed content analysis of semi-structured interviews. Twenty-three teachers, principals, counselors, and experts in inclusive education were purposively selected. Data were collected until theoretical saturation and analyzed using Nvivo 12 software through open, axial, and selective coding. Data analysis revealed three main categories: institutional and supportive structures, culture and attitudes, and operational components at the school level. Each category included several subcategories forming key indicators of inclusive education. Lack of coherent policies, insufficient resources and specialized training, negative attitudes among teachers and parents, and weak intra-school collaboration were identified as major challenges. Emphasis on adaptive teaching methods, individualized planning, adaptive assessment, and active family participation emerged as crucial components for successful inclusive education. Realizing inclusive education in Iran requires reforming institutional structures, changing cultural attitudes, and strengthening operational components within schools. Identifying and localizing inclusive education indicators can facilitate the path toward educational equity.