This study was performed to analyze the characteristics of interactions of non-disabled students with the students with hearing impairment in integrated classes. The subjects were selected randomly among non-disabled students from 7 integrated classes in elementary schools in Daegu Metro City. The research tools used in this study were Interaction Scale, Integrated Educational Attitude Scale, Scale of Perception on the Capabilities of the Handicapped, and Behavioral Intention Scale.
According to the results, non-disabled students in the integrated classes participated in active interactions with students with hearing impairment, and in particular they showed highest interaction frequency during the class. Additionally, they showed positive attitudes on the integration with students with hearing impairment, were positive in the perception on the capabilities of students with hearing impairment, and had fair behavioral intention. Finally, according to the relationship model between non-disabled students’ variables with the interactions with students with hearing impairment, indirect experiences of non-disabled students had positive correlation with interaction frequency, while direct experiences were found to have nothing to do with interaction frequency.
Based on those results, to make students with hearing impairment maintain peer relationship and participate in learning activities through interactions with non-disabled students, they should have basic capabilities for physical, linguistic, and social communication.