Fahimeh Hassani, Faruk Salih Seker, Zahra Malekabadizadeh


Raising a child with a lifelong disability requires time, attention, and the development of skills to assist the child to be healthy and participate in usual childhood activities. Caring needs may include providing medical care, education, and support. The study aimed to determine the educational system and support systems for children with disorders in Iran and Turkey and to establish the similarities and differences between these two countries. The research is a descriptive method that consonant with the nature and type of study, which a comparative study is, has been done in four stages description, interpretation, proximity, and comparison. This study analyzed the national education system of Turkey and the Iranian educational system. The data was collected through a checklist that included different data on various dimensions studied. The researchers collected the data via correspondence, the Internet, and books. Data collection was in line with the designed questions. The results of this study are as follows: the two countries are somewhat similar in terms of various financial, cultural, and educational support. But the crucial point of this research is to identify people with the disorder and the educational method. In Turkey, children are identified and referred to the relevant organization from birth and are monitored and controlled from then on. The children would be recognized from delivery in Iran, but screening children before joining the school is at the age of six. The study approved that Turkey's education system is more coordinated than Iran, as once a child is diagnosed with a disorder, the children's education initiates and, the children take re-assessment tests every year, and based on the results of these tests, skills which there is a defect and what needs to be done is written. 


Article visualizations:

Hit counter


disability, education, health care, Iran, Turkey

Full Text:



(SEOI), S. E. O. o. I. (2017). Annual report of the Special Education Organization of Iran (in Persian). Retrieved from

Akrami, L., Malekpour, M., & Abedi, A. (2021). Developing and Accessing Psychometric Properties of the Persian Version of Behavior Assessment System for Children in Children with Mild Intellectual Disabilities and Normal Children. Iranian Journal of Psychiatry and Clinical Psychology, 27(3), 388-405.

Alikhani Dadoukolaei, M., Chizari, M., Bijani, M., & Abbasi, E. (2021). Agricultural Teachers' Professional Competency for Working with Students with Special Needs in Iran. Journal of Agricultural Science and Technology, 23(1), 1-15.

Alper, M., & Goggin, G. (2017). Digital technology and rights in the lives of children with disabilities. New Media & Society, 19(5), 726-740.

Asamoah, E., Tam, C. H.-l., & Cudjoe, E. (2021). A systematic review of the roles of social workers in inclusive education for children with disabilities. International Social Work, 0020872820971707.

Aydemir-Döke, D., & Emir-Öksüz, E. (2018). Rehabilitation services in Turkey. In Disability and Vocational Rehabilitation in Rural Settings (pp. 399-419): Springer.

Banks, L. M., Kuper, H., & Polack, S. (2017). Poverty and disability in low-and middle-income countries: A systematic review. PloS one, 12(12), e0189996.

Beytekin, O. F., & Kaynar, E. (2021). Rehberlik ve Araştırma Merkezleri Rehberlik ve Denetim Rehberinin İncelenmesi/The Investigation of the Guidance and Research Centers’ Supervisory Guideline. e-Uluslararası Eğitim Araştırmaları Dergisi, 12(1), 89-103.

Björck-Åkesson, E., & Granlund, M. (2004). Early intervention in Sweden: a developmental systems perspective.

Bright, T., & Kuper, H. (2018). A systematic review of access to general healthcare services for people with disabilities in low- and middle-income countries. International journal of environmental research and public health, 15(9), 1879.

Creswell, J. W. (2012). Collecting qualitative data. Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. Fourth ed. Boston: Pearson, 204, 35.

De Bruin, K. (2019). The impact of inclusive education reforms on students with disability: An international comparison. International Journal of Inclusive Education, 23(7-8), 811-826.

Ghaderi, F., Yarahmadi, Y., & Ghavami, B. (2017). The effectiveness of storytelling on improving auditory memory of students with reading disabilities in Marivan City, Iran. International Journal of Pediatrics, 5(8), 5515-5524.

Goodarzi, P., Vaziri, S., & Akbari, Z. S. (2020). Content Evaluation of the Pre-marriage Education Program Provided by the State Welfare Organization of Iran: The Perspective of Marriage Experts and Educators.

Iezzoni, L. I. (2011). Eliminating health and health care disparities among the growing population of people with disabilities. Health affairs, 30(10), 1947-1954.

Karal, M. A. (2021). Contemporary Issues of Special Education in Turkey. Journal of Special Education Preparation, 1(2), 56-64.

Kekeç, H. B., & Esra, T. (2020). Teachers and Administrators Perceptions Regarding the Concept of “Guidance and Research Center”: Metaphor Research. İZÜ Education Journal, 2(3), 19-41. doi:10.46423/izujed.717864

Kondo, N., Kawachi, I., Hirai, H., Kondo, K., Subramanian, S., Hanibuchi, T., & Yamagata, Z. (2009). Relative deprivation and incident functional disability among older Japanese women and men: prospective cohort study. Journal of Epidemiology & Community Health, 63(6), 461-467.

Lauer, E. A., & Houtenville, A. J. (2018). Estimates of prevalence, demographic characteristics and social factors among people with disabilities in the USA: a cross-survey comparison. BMJ open, 8(2), e017828.

Melekoglu, M. A., Cakiroglu, O., & Malmgren, K. W. (2009). Special education in Turkey. International Journal of Inclusive Education, 13(3), 287-298.

Mietola, R., & Vehmas, S. (2019). 'He is, after all, a young man': Claiming ordinary lives for young adults with profound intellectual disabilities. Scandinavian Journal of Disability Research.

Müdürlüğü, R. H. G. (2018). General Directorate of Special Education and Guidance Services. Retrieved from

Newacheck, P. W., Strickland, B., Shonkoff, J. P., Perrin, J. M., McPherson, M., McManus, M., Arango, P. (1998). An epidemiologic profile of children with special health care needs. Pediatrics, 102(1), 117-123.

Nilholm, C., Almqvist, L., Göransson, K., & Lindqvist, G. (2013). Is it possible to get away from disability-based classifications in education? An empirical investigation of the Swedish system. Scandinavian Journal of Disability Research, 15(4), 379-391.

Organization, S. w. (2018, 4 May 2022). State welfare organization of Iran. Retrieved from

Organization, W. h. (2011). World report on disability World Health Organization.

Sahin, S. (2005). Özel egitimin tarihçesi [History of special education]. Özel gereksinimli çocuklar ve özel egitime giris [Children with Special Needs and Introduction to Special Education], Ankara: Gündüz Egitim ve Yayıncılık.

Sandberg, A., Lillvist, A., Eriksson, L., Björck‐Åkesson, E., & Granlund, M. (2010). “Special Support” in Preschools in Sweden: Preschool staff’s definition of the construct. International journal of disability, development and education, 57(1), 43-57.

Seelman, K. D. (2011). The world health organization/world bank’s first world report on disability. International Journal of Telerehabilitation, 3(2), 11.

Soltani, S., Khosravi, B., & Salehiniya, H. (2015). Prevalence of intellectual disability in Iran: Toward a new conceptual framework in data collection. Journal of Research in Medical Sciences, 20(7), 715-716.

Soltani, S., Takian, A., Sari, A. A., Majdzadeh, R., & Kamali, M. (2019). Financial barriers to access to health Services for Adult People with disability in Iran: the challenges for universal health coverage. Iranian journal of public health, 48(3), 508.

Üstün, T. B., Chatterji, S., Bickenbach, J., Kostanjsek, N., & Schneider, M. (2003). The International Classification of Functioning, Disability and Health: a new tool for understanding disability and health. Disability and rehabilitation, 25(11-12), 565-571.

Veisani, Y., Delpisheh, A., Moradi, G., Hassanzadeh, J., & Sayehmiri, K. (2017). Inequality in addiction and mental disorders in 6818 suicide attempts: determine of positive contribution of determinants by decomposition method. Iranian journal of public health, 46(6), 796.



  • There are currently no refbacks.

Copyright (c) 2022 Fahimeh Hassani, Faruk Salih Seker, Zahra Malekabadizadeh

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).