The purpose of this research is to demonstrate the potential for integrating the education program for three visually impaired children by combining the curriculum for sighted children with a program of compensatory skills for loss of vision. Another output of this research is a CD containing an integrated education program for visually impaired children to assist special education teachers and education specialists who are seeking to provide high quality integrated education program for visually impaired children. Integrated education teachers looking to meet the unique, disability-specific needs of visually impaired children by teaching a compensatory program focusing on daily living skills, orientation and mobility skills, and communicative skills, identified following conclusions.
First, sighted children were able to accept the integrated education with visually impaired children. Sighted children accepted visually impaired children\'s unique characteristic and assisted them. Not only did the sighted children not feel any discomfort, the parents and teachers also understood and positively accepted the disability-specific needs.
Second, visually impaired children were able to carry out the integrated education program. Integrated education teachers were able to increase the participation of visually impaired children through the compensatory program and were able to build an effective integrated education program through close cooperation with teachers for sighted children.
Third, visually impaired children entered normal infant development path through integrated education teacher\'s natural socio-psychological consultation. Through socio- psychological consultation the integration education teacher was able to reduce stereotypic behaviors, stubborn, excessive behaviors and was able to motivate through creative and dynamic activity experiences.
This research demonstrated that through an integrated education program sighted children and their parents understood and accepted visual impairment and the overall development of skills such as communication, cognitive, motor, social, adaptive behaviors of visually impaired children was accelerated. Also, for effective integrated education program, compensatory program and socio-psychological consultation customized to the individual needs of visually impaired children is required.
Key words : Visual Impairment, Integrated Education