A prejudice against tÌ1e handicapped becomes one reason to hinder the handicapped’s sound social life. For the handicapped to adapt to society and realize full social participation, it is necessary for non-handicapped people to understand them. This study examined teachers' attitude to children with physical disabilities as a part of basic research for proceedlng with the inclusive education of children witÌ1 physical disabilities. A research on teachers' attitude to children with physical disabilities may be a very important basic material in inclusive education‘ Thus this study examined teachers' attitude to children with physical disabilities in terms of five multi-dimensional attitude scales for the inclusive education of children with physical disabilities: 「A basic attitude to inclusive education」 ,「Knowledge of children with physical disabilities」, 「Advantage of inclusive education」, 「Disadvantage of inclusive education」, and 「Facilities and system needed to inclusive education」 The focus was on teachers' contact experience with children with physical disabilities. The positive response of teachers' attitude to children witÌ1 physical disabilities was 35.6% in 「A basic attitude to inclusive education」, 24.1% in 「Knowledge of children with disabilities」 ,35.9% in 「Advantage of inclusive education」, 30.4% in 「Disadvantage of inclusive education」,and 50.2% in 「Facilities and system needed to inclusive education」. In other words, teachers' attitude to children with physical disabilities was found to be low in all areas, especially remarkably low in 「Knowledge of children with disabilities」. 「Advantage of inclusive education」 was significantly different according to teachers' contact exprience with children with disabilities. Teachers who have ever contacted with children with disabilities understood more positively than those who have not.