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Studies have shown that blind people perform better in certain hearing, touch, and chemical tasks. However, few studies in the similar study evaluated blind and visually impaired children as compared to ADHD children in various cognitive sensory states. This research was conducted to compare the meta-cognition of ADHD children, the blind and normal children of Ahwaz city. In this research, the causal-comparative method has been used. The statistical population of the study includes all children of Ahvaz in 2017, who was selected through a target and random sampling method as a statistical sample. The sample group includes 60 children (30 were normal and 15 were blind and 15 were ADHD). Research was carried out by referring to the medical centers, the exceptional children's school in Ahvaz, as well as the welfare of the city. In this study, we used children's meta-cognition questionnaire MCQ to measure and compare the variables. To analyze the data, Spss23 computer software was used. Descriptive findings including frequency, mean, standard deviation, and univariate analysis of variance have been studied. Findings showed that there was significant difference between meta-cognition among three groups. Meanwhile, the meta-cognition level of blind children as well as over-active children was not similar to that of normal children. In general, the effect of meta-cognition in perceiving an individual from his abilities with the continuation of psychopathology cannot be ignored. Therefore, efforts should be made to maximize the function of meta-cognition and its dimensions in advancing educational goals, mental health, and psychopathology of ordinary and special children

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  Special needs as psycho-behavioral disorders, learning disorders and physical disabilities have effect on education process of students. The aim of this research is to determine the effectiveness of teachers of normal classes on education process of children with special needs and effective factors on it.This study was qualitative, with basal theory method, by using focal group discussion with 10 teachers, 10 students with special needs and 8 parents of them. The sampling method was simple an available until the data saturation. The interviews were recorded, next have been written, after that they have been analyzed. The data analysis showed new concepts of effectiveness qualities of teacher as eternal impact, security giver, and changer of life route. Three effective factors have also been determined in education process of these students: a) Complete recognition of teacher about his roles in relation to these students, b) recognizing the special needs of students by teacher, c) Perception of appropriate situation.One of the best supports of general education and responding to increasing of special needs of students is support of normal classes’ teachers and enforce them as a important element in education process of students with special needs in order to managing of 3 above effective factors.