본 연구는 통학학급 내 일반학생들이 지적장애학생을 친구로 사귈 때 중요시하는 심리적 속성의 수준과 양상을 파악하는데 목적이 있다. 아울러 학급에 통합된 지적장애학생을 잘 수용하는 학생들과 그렇지 못한 학생들 간에는 그러한 속성들에서 어떠한 차이를 보이는지 살펴보았다. 이러한 목적을 위해 수도권에 위치한 5개 초, 중학교의 일반학생 277명을 대상으로 교우기대감 측정도구를 통해 자료를 수집하였다. 이에 따른 주요 연구결과는 다음과 같다. 첫째, 지적장애학생에 대한 교우기대감은 일반학생에 대한 그것과 비교하여 유의하게 낮았다. 둘째, 일반학생에 대한 교우기대감의 발달적 경향은 선행연구와는 반대로 나타났다. 또한, 평정대상에 따라 중요시하는 교우기대감의 영역이 서로 달랐다. 셋째, 일반학생에 대한 교우기대감은 하위영역 일부에서 성과 학년에 따른 유의한 차이를 보였으나 지적장애학생에 대한 교우기대감은 성과 학년에 따른 차이가 없었다. 넷째, 지적장애학생을 잘 수용하는 학생들의 지적장애학생 대상 교우기대감 점수는 그렇지 못한 학생들의 것에 비해 친밀성 영역을 더 중요시함을 확인하였다. 이에 따라 연구자는 본 연구결과에 대한 논의와 제언을 제시하였다.

The purpose of this study was to investigate students` perception of the students with intellectual disabilities in inclusive classrooms. Also, this study explored the differences in the characteristics between those of students who accept the students with intellectual disabilities well and those of the students who does not. For this purpose, the author collected data from 277 elementary and middle school students in nine classrooms where students with intellectual disabilities were included. The results were the followings. First, the level of friendship expectation of the students in inclusive classrooms toward students with intellectual disabilities was significantly lower than that toward students without disabilities. Second, friendship expectation of the students in inclusive classrooms toward students without disabilities was similar to those of past research in gender level influence, but was opposed to the past foreign research in grade level influence. Third, there was no gender and grade level influence on the total score of friendship expectation of the students in inclusive classrooms toward students without disabilities, but was gender or grade level influence on each sub areas. However, there was no gender and grade level influence on the total and each area score of friendship expectation of the students in inclusive classrooms toward students with intellectual disabilities. Fourth, Comparing the friendship expectation score of the students who accept peers with intellectual disabilities well with that of those who does not, there was no difference toward students without disabilities, but the students who accept peers with intellectual disabilities well considered intimacy area significantly more important toward students with intellectual disabilities. Finally, the authors provided several discussions and suggestions for future research.