Inclusive education some advantages and connection to typological aspects

Abstract

Inclusive education is paid some attention in the aspect of work with exceptional people for their bigger involvement into the educational process with the ones who don’t have special needs, for their higher self-confidence and easier and more complete social adaptation, in part for education. Typological aspects are studied and taken into account in the Science many branches and Educational Sciences particularly. Iranian researchers found out by descriptive and inferential statistics that the variables level, base, severity and type of disability had no significant relationship in the integrated inclusive education goals achieving comparatively to gender’s variables, teachers’ attitude towards integrated inclusive education with the teacher’s attitude predictable capability; there had been an opinion (from the so-called integrative teachers’ side) about integrated inclusive education effectiveness, necessity to change the teachers’ common point of view about such an education type, interface teachers use, compensatory education providing to the exceptional students, the students’ number lowering in the classroom as well as equipping the schools with appropriate facilities; Iranian schools use the term “students” instead of “pupils”; there was their gender taking into consideration; that is why a given work uses ethnic- gender-age typological aspect ; there were no gender differences among primary school Iranian teachers (149 women and 29 men) concerning to their attitude to the inclusive learning, special training receiving related to SEN (Special Education Needs) children ; there was a research on awareness programs improving the female Iranian students attitude towards the peers with physical disorders in inclusive primary schools ; 62,6% of teachers in Iranian kindergartens were agreed and 20,6% were agreed completely with hearing impaired children inclusive educating with the agreement decrease while increasing the experience age and marital status no effect There is also printed work accordingly to which administrators believed that inclusive education did not have much benefit in improving the social skills and academic achievement in slow-learning Iranian inclusive schools’ students from school managers’ viewpoint.