Objective: This study has been conducted to identify the status of the Iranian special education system, and providing some comments for performance. Method: This review study has used related sources and documents. For this purpose, the Iranian special education system has been compared in 4 subsystems regarding management, strategic planning, human resource, financial sources and curriculum, were compared with those in Germany, England, USA, Canada, Japan, and France. Results: The findings showed that the Iranian special education system lacks a clear and transparent legislation in supporting inclusive education; yearly national program for students screening (tarh-e sanjesh) is performed with delay. Furthermore, although 53% of the special education teachers hold a bachelor degree in Iran, it is not an obligation for the teachers. Conclusion: Generally, despite some limitations and administrative concentration in the Iranian special education system, providing free education, and predicting insurance and treatment resources endorses a good understanding on social supports.