The article analyses structural and intensity features identifying parents and pedagogues’ social attitudes towards education of disabled children. The performed research allows to assert that the structure of attitudes towards educability of disabled people contains the following components: recognition of personality and social value of a disabled person, recognition of their abilities, pedagogical pessimism, fatalism, humanistic pedagogics, segregation, inferiority of a disabled personality and their family, orientation to social – every day education priorities, the underestimation of special education needs, archetypical fears of socializing with a disabled person, pedagogue’s function as a family substitute. In fact, all these components integrate into two main educability construct dimensions, pedagogic pessimism and pedagogic optimism. Features of commonness and individuality identify parents and pedagogues’ social attitudes towards educability of mentally disabled people. Commonness lies in the educability model, its structure. Individuality means that parents’ social attitudes towards educability of their disabled children are oriented (with respect to attitude intensity) to a person, whilst pedagogues’ – into education and integration process. The intensity of parents and pedagogues’ social attitudes changes depending on social –demographic factors. The attitude’s intensity (positive and negative evaluation range) to their disabled child’s educability is conditioned mostly by parents’ psychological state. Professional motivation, age, professional activity place, the type of educational institution condition pedagogue attitude’s intensity the most.