The study was designed to assess the challenges of educational and psychosocialrntowards the integration of visually-impaired students by employing purposive samplingrntechniques method .rnTo achieve the purpose of the study, the main target group is 40 grades 5 up to 8 visual-rnimpaired students, 20 regular class teachers,5 parents and 2 principals (a total of 67,rnm=30,F=37 participants), were included in the study. The participants were selectedrnpurposely from Governmental Primary School (Menelik-Il School in Addis Ababa)rnThe relation of some demographic variables to that of educational and psychosocialrnchallenges towards integration was also examined by using multiple regression andrncorrelation analysis.rnA Five-point educational and psychosocial challenges rating scale questionnairernconsisting of 20 items ,a three point social skill rating scale questionnaire consisting of 17rnitems and an interview questions had been used to collect the data. Depending upon thernnature of the data collected, both quantitative and qualitative methods were employed inrnthe analysis of the collected data.rnThe findings have shown that the majority of visual-impaired students (95%) has shownrnless access towards educational and psychosocial relation in an integrated class room.rnThe study has also confirmed that there was no smooth relationship between visuallyrnimpaired and regular class students and also there is inadequacies instructional materialrn.The major perceived factors to disfavor integration were related to accessingrninstructional material problem, the participants self confidence in the school and tornfeeling of incompetence in facing challenges that may be encountered in the integrationrnprocess.rnThe relation of some demographic variables (age, sex and grade level) to the challengesrntowards integration was not statistically significant in case of visual- impairment andrnregular class students. However, the overall contribution of the independent variables tornthe challenges towards integration was statistically significant in case of visuallyrnimpaired students.rnGenerally, the result suggests that effective measures need to be taken to reduce barriersrntowards integration by accessing an inclusive instructional material and establishing arnharmonious relationship between and among teachers and students also policy makers.rnFurther research is also required to fill the gap between visually impaired studentsrntowards integration.rnSome recommendations were made based on the findings particularly in relation to thernactive role the government and NGOs have to play. The study gives a direction onrnpriority areas of interventions such as introducing and providing appropriate newrntechnologies, developing self reliance in order to improve situations of with visualrnimpairment