The topic of this thesis is Encouraging social interaction of students with visual impairment in regular primary schools. The theoretical part of the paper defines visual impairments and elaborates their possible impact on the child's development. Afterwards, the concept of inclusion is clarified and the importance of social interaction in the process of inclusion of students with disabilities in the regular education system is analyzed, with the emphasis on the specifics of socialization of blind and visually impaired students. Given the focus of the thesis on the possibility of encouraging social interaction of students with visual impairment, the aim of the research was to determine the social position of students with visual impairment in regular primary schools, that is to gain insight into social interactions and opportunities for their improvement, from the perspective of teachers. Analysis of the data collected through the interview method, i.e. written questionnaire, on a sample of eight participants showed that teachers, although they believe that social interactions between students with visual impairments and their peers with typical development are positive, notice less frequent initiation of interaction by students with visual impairments and they bring to the attention the issue of bullying by students in other classes. They consider that, in achieving successful social inclusion of students with visual impairment, group work or collaborative activities are extremely important, as well as various workshops and activities intended to create a positive classroom climate. In preparing such activities and working with students with visually imapaired students in general, teachers emphasize rare collaboration with professional associates, but agree that professional development in this area is extremely needed. At the end of the paper, concluding remarks on the results are presented, as well as the limitations of the work its contribuition to pedagogical science.