Identify the Factors Affecting the Success of Inclusive Education Programs

Today, inclusive education is one of the most prominent and controversial issues facing policymakers and education professionals around the world, with many proponents and opponents. The aim of this study was to identify the factors affecting the success of inclusive education programs.

In order to conduct in-depth research and identify the factors and indicators affecting the inclusion of students, a qualitative approach and grounded theory method were used. In this regard, using a purposeful method and applying theoretical saturation criteria, an attempt was made to use the semi-structured in-depth interview technique to examine the perception and experience of 15 teachers, experts and experts in inclusive education as a criterion-based in-depth study. Qualitative research tools were in-depth exploratory semi-structured interviews. For data analysis, in the qualitative part, the initial, open and axial coding method was used.

After conducting interviews and in-depth data analysis, 284 indicators, 14 categories and 7 main categories, including "personality traits" a. Teacher personality traits and b. Students' personality traits, "teacher specialization and professional competence" two categories a. Professional development of teachers and b. Strengthen team and group skills, "planning and standardization" a. Structural culture and b. Functional planning of "space and educational facilities" a. School structure and b. Class structure, "Positive and negative psychological effects of pervasiveness" a. Benefits and b. Disadvantages of pervasiveness, "family factors" a. Low level of quality of life and b. Improper family functioning and "community factors" a. Environmental stressors and b. Peer groups were identified.

According to the results of this qualitative research and identifying the effective factors in the inclusion of primary school students, comprehensive programs can be developed for the greater effectiveness of inclusive schools.