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본 연구는 일반학교 저시력학생의 교육지원 실태를 파악하여 통합교육환경에서 필요로 하는 교육지원이 무엇인지를 알아보기 위해 수행하였으며, 그 결과는 다음과 같다. 첫째, 저시력학생의 교육지원 실태와 관련하여 광역시 이상에 거주하는 중학생이 교사와의 상호작용과 교우관계 등의 대인관계에 어려움을 겪고 있다. 둘째, 저시력학생의 교육지원 요구와 관련하여 수업참여에 도움을 주는 교육지원으로 친한 친구의 옆에 앉는 것을 선호하였고 시각장애학교로의 교육환경 전환에 대한 요구는 매우 낮았다. 따라서 저시력학생이 통합교육환경 속에서 대인관계를 형성할 수 있도록 자존감과 사회성을 키울 수 있는 교육활동이 요구되며, 심리적 지원으로서 지속적인 상담활동과 함께 정안또래에게 저시력을 이해할 수 있는 체험활동 등을 실시하여 또래와의 상호작용에 도움을 주어야 한다.
This study was designed to analyze the difference between teachers and students with low vision in their perception of educational support and needed requests for better educational environments in general education. To achieve the purpose, both students with low vision and teachers from general schools were asked to answer a questionnaire developed to draw needed results for the study. Findings from the research are as follows. First, concerning the state of educational supports, secondary students with low vision living in metropolitan school districts had difficulties interacting with teachers and peers. Second, concerning the state of educational requests, students with low vision the students generally preferred to have their close friend sit next to them in classroom as a way of educational supports and just small number of them wanted to be transferred to a special school for the visually impaired. Thus, those students have to be provided with certain educational programs that can raise their self-esteem and social skills so that they can build desirable relationship with other students in inclusive schools. Moreover, for successful interaction with others, continuous counseling should be offered to the students with low vision as a psychological support while the other students go through programs that help them better understand low vision.
