Investigating the level of Bijar regular school teachers knowledge rate about students with special needs and inclusive education and their readiness to accept these students in their classroom

The challenging presence of students with special needs in the regular classroom in the form of inclusive education and in line with educational justice requires conditions for success. After a targeted review of various studies in this field, it became clear that one of these requirements is adequate knowledge of teachers about this group of students and their having the necessary preparation to accept these students in their classroom. In the present survey research, the questionnaire, which was developed by the researcher based on the opinions of professors, after a preliminary implementation and necessary modifications, was distributed among 107 primary school teachers in Bijar, who were selected as convenience samples,. They knowledge rate about students with special needs and inclusive education and readiness to accept these students in the classroom were Investigated. The findings revealed that most of the teachers present in the sample did not have sufficient and appropriate knowledge of students with special needs and inclusive education and most of them did not have the readiness to teach in an inclusive environment. Therefore, at the end were recommended strategies to improve this situation.