The purpose of the present work is comparing special and regular teachers’ attitudes as well as identifying some teacher related variables towards visually impaired students and their educational integration. Therefore, in this ex post facto study 148 regular and special education teachers including 74 special teachers and 74 regular teachers from Tehran participated. In order to measure teachers’ attitudes towards visually impaired students and their educational integration Beh-Pajooh’s Attitude Scale (1992) was adapted and administered. Criterion variables include: social contact, gender, age, passing in service training courses, grade level of teaching, information about etiology of blindness, education and experience of teaching and attitude scores were predictive variables. The results revealed that a: special teachers’ attitudes towards visually impaired students and their educational integration were significantly more positive than regular teachers’ attitudes. b: both special and regular teachers, who had experienced more social contact, had right information, higher education, had passed in service training courses and were younger, expressed more positive attitudes.

Keywords: attitude, regular teacher, special teacher, visually impaired student, educational integration

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