This study aims to research the academic achievements of children with special needs in inclusive education (IE) in Azerbaijan. The study will try to look at this aspect through the view of teacher assistants who are the key figures in inclusive education in Azerbaijan. Also, one of the important elements will be teaching method of teacher assistants. Teaching method is one of the determinant factors of better academic performance of children. When it comes to inclusive education, educators performance in the class process gains more importance, and becomes leading factor for proper inclusion and attainment of children with special needs. Taking this undeniable factor into consideration, this case study will try to analyze one of the rare schools offering inclusive education in Azerbaijan in order to find out how successfully that school educates students with special educational needs applying adequate methods for higher academic fulfilment of children with special needs. This research is underpinned by qualitative case study research design which is considered to be suitable and relevant approach to address the phenomena of the research. The study employed triangulation, a multiple methods of data collection which included interview and observation. Moreover, the thesis will also focus on validity, reliability and ethical issues along with weaknesses and strengths of the methodological aspects. The phenomenon to be investigated in this research, it is the academic achievements of children with special needs, more precisely mental disabilities. The case to be studied in this research is a primary school which offers an inclusive education for children with mental disabilities. The unit of analysis includes three inclusive classes in which children with mental disabilities are educated. The focus of this research concentrates on the teacher assistants teaching methods which have direct effect on academic achievements of children. Research findings conclude that students with special educational needs manage to learn some academic skills in inclusive education. However, they can learn more if the barriers can be eliminated. The main barrier is the traditional teaching methods with which it is impossible to create effective inclusive environment in the classroom and contribute more to student s achievements. The recommendations of the study are as follows: law enforcement for IE; teacher training at higher educational level; and systematic innovations at functions, organization, role relations and curriculum levels. Implications for further studies suggest that barriers and social aspect of IE need to be studied in particular.