There are very few teacher attitude scales assessing inclusive education in French available in the scientific literature. This paper aims at presenting results supporting the construct validity and the reliability of the French version of the North American scale Opinions Relative to Integration of Students with Disabilities (ORI; Antonak & Larrivee, 1995). Based on the responses of 306 regular school teachers of one Swiss canton, confirmatory and exploratory factor analyses were conducted. Overall, goodness-of-fit indexes suggest that the exploratory factor analysis models fit the data better than original models did, resulting in slight structural differences with the original factorial structure. Internal consistency indexes are adequate (range from .68 to .91). This French version of the ORI scale produces a useful measuring instrument to answer research about inclusive education in French speaking countries.