Tehran University of Medical Sciences Iranian Journal of Psychiatry 1735-4587 8 1 2013 03 15 20 7 Hadi Zarafshan BAVAR Iranian Autism Center, Tehran, Iran. Mohammad Reza Mohammadi Tehran Universities of Medical Science, Psychiatry & Psychology Research Center, Tehran, Iran. Fatemeh Ahmadi Institutes of Health and Society, Newcastle University, Newcastle, UK. Akram Arsalani Special Education Office of Tehran 2015 10 14 Objective: Teachers often experience burnout and challenges during their active career. Different studies have shown that those directly involved with teaching children with special needs are more subject to burnout. Due to advance screening tools, more children with autism are now diagnosed and involved in special education. The aim of the present study was to investigate the professional burnout in teachers of children with autism compared to teachers of other children with special needs . Methods: Casual Comparative study design was used for this research. Three self-reported measures (Maslach Burnout Inventory, Job Descriptive Index, and General Health Questionnaire) were distributed; clustered sampling selection was conducted to select participants. Ninety three female teachers (32 teachers of children with autism, 30 teachers in schools for deaf and 31 for teachers of children with mental retardation) from 12 schools located in 4 districts of Tehran were selected. Pearson’s and Spearman’s correlation statistical tests, analysis of variances and regression were used to analyze the results. Results: Results of the current study revealed a significant difference in criterion validity between the three groups of teachers The three groups were different in terms of general health (p=0.010), emotional exhaustion (p=0.005) and depersonalization (p<0.001); however considering other variables no significant differences were observed. Comparison between groups showed that the average scores of teachers of children with autism were significantly higher than teachers of deaf and hard of hearing and mentally retarded children in general health, fatigue, and depersonalization variables. No significant differences were observed in average scores of teachers for mentally retarded and deaf children. Conclusions: Female teachers’ of children with autism are experiencing significantly higher levels of burnout and general mental health problems compared to teachers of children with other disabilities requiring special education. https://ijps.tums.ac.ir/index.php/ijps/article/view/204 https://ijps.tums.ac.ir/index.php/ijps/article/download/204/200