ABSTRACT
This paper concerned with the study of the psychological profile of an 8 years and 7 months old congenitally totally blind girl who was integrated in an elementary private language school. Interest in this subject arose from the opposition facing the integration of the child in the mainstream of education on the basis that visually handicapped children must be educated separately in special schools for the blinds, and since such schools exist in Egypt, integration is to be avoided. This concept based on the visually impaired children's needs for special educational techniques and special care. On the other hand, workers advocating the integration of handicapped children in regular schools believe that this would lead to better adjustment of handicapped children and their adaptation to future problems concerning their assimilation in society, they learn to evaluate their abilities against the norms of society; furthermore, such integration would lead to exposing non-handicapped children to associate and cooperate with the handicapped as well as prepare them to tolerate individual differences and human deformities, they learn first hand that the handicapped have capacities and abilities. The purpose of this study is to show that in cases of children with handicaps, admission to regular school atmospheres should be considered on an individual basis, especially since it is becoming increasingly evident that many of these children are not educational problems, since their disability did not necessarily affect their ability to learn