Aims: Education in 21^st century considers 4 components “learning to know”, “learning to act”, “learning to live” and “learning to live together”. Today, inclusive education is one of the most striking and conflicting subjects in front of the policy makers and teaching professionals throughout the world. The purpose of this study was to evaluate the success of the inclusive education in the viewpoint of the primary school teachers of Sari city.

  Methods: This descriptive study was performed in 2010 in all regular, exceptional and connector teachers of primary schools of Sari city and all 60 teachers were entered to the study by census method. Data gathering instrument was the second edition of “special education research organization” questionnaire. Using SPSS 18 software, descriptive and analytical statistical including one-sample T and Friedman tests were used to analyze the data.

  Results: Performance of inclusive education was successful in management of school affairs, students social development, emotional development, social status and situation, self-identify of students with specific needs, interaction of ordinary students with students with specific needs, and kind of behavior of ordinary students. But it was not successful enough in educational affair of students with specific needs.

  Conclusion: Inclusive education performance is useful in developing different educational aspects of the students with specific needs.