The purpose of this research is to assess the mathematics curriculum for mentally-disabled students. The method of this survey research was of a descriptive type. The statistical research included 245 elementary teachers at a mentally-disturbed school in the city of Tehran, 24 schools' principals and 10 specialists from the district's headquarter and seven academic administrators from schools with mentally-disturbed students. Based on Morgan's and chart of selecting the samples, 150 teachers were randomly selected and other groups were also selected by method. The tools for the collection of data were questionnaires with a completion rate of 87%, interviews, records and the analysis of documents. To analyze the data abundance calculation, percentage and weighing and valuation were utilized. The analysis of experts' views, Teachers, schools' principals and academic administrators in schools with mentally-disturbed students in the city of Tehran indicates that the satisfaction rate of Teachers was (72.5%). The satisfaction rate for the principals was (95%). The satisfaction rate for the academic administrators was (67.5%). The satisfaction rate for the space, equipment and academic facilities was (80%). The satisfaction rate for the mentally-disturbed students' mathematics curriculum was, taking into account all the six-mentioned factors was (73.72%).

  The most important approaches for the elimination of obstacles and difficulties in mathematics curriculum schools with mentally disturbed students are: 1) Hiring teachers who are experts in teaching mentally-disturbed students. 2) Having in-service training for teachers while working 3) setting up goals suitable with the characteristics of mentally-disturbed students 4) Raising the salary and benefits and teachers.