이 연구는 통합교육의 주체인 장애학생 및 비장애학생과 장애학생 부모 및 비장애학생 부모 모두가 함께 참여하는 1:1 개인 간 친구 사귀기 프로그램을 통해서 연구 참여자들이 어떠한 경험을 하고, 인식의 변화를 경험하는지를 알아보기 위해 실시되었다. 이를 위해 특수학교에 재학하는 2명의 지적 장애 및 자폐성 장애 학생과 부모 2명, 인근 고등학교에 재학 중인 학생 2명 및 부모 2명을 대상으로 총 16회에 걸쳐 프로그램을 계획하여 실행하였다. 그 결과, 장애학생과 비장애학생 간 친구관계를 형성하였고, 비장애학생 부모의 장애학생 부모와의 공감대 형성과 비장애학생의 장애학생에 대한 특성 이해 및 수용력 증대, 장애 학생의 비장애학생에 대한 거리감 축소, 장애학생 부모의 비장애학생 부모에 대한 이해와 계속적 통합교육 프로그램 희망 등 연구대상자 모두에게 긍정적인 영향을 주었다. 특히 부모들은 프로그램 참여를 통해 부모-자녀 간의 신뢰감과 부모로서의 정체성이 확고해졌음을 보고하였다. 이와 같은 연구결과를 볼 때, 장애학생과 비장애학생 간 심리·정서적 통합을 위해서는 장애학생과 비장애학생 간의 일회적인 만남으로 그칠 것이 아니라 통합교육 주체 간 만남과 교류를 정기적이고 장기적으로 지속하여야 하며, 부모들을 포함하여 다양한 구성원들이 포함되어야 함을 알 수 있었다. 마지막으로 본 연구를 통한 시사점과 향후 후속 연구에 대한 제언을 하였다.This is a phenomenological study aimed at developing an integrated educational “one-to-one making friends” program by utilizing local communities, in which were participated by students in high schools and their parents. The participants were involved to be one-to-one making friends for the psychological-emotional integration. Further with the involvement of their parents of students with disability and without disability to support their children's friends, all of them were the agents of an inclusive program, altogether. To this end, 16 programs were planned and implemented targeting two students with disability in a special education school, one student with intellectual disability and the other with autism. And two general high school students enrolled in nearby high school. Specially, the parents' programs were adapted oneself to circumstances as their covert need and their children's need. A result showed that the students with and without disabilities made friends with each other; the parents of students with and without disabilities resolved conflicts by prejudices and the feeling of sympathy; the students without disability increasingly understood and embraced characteristics of the students with disabilities; the gap between the students with and without disabilities has been getting closed; the parents of students without disabilities could better make a trusting relationship between parents and their children, and search for identify as parental roles and hoped to continue a integrated education programs. Thus, this program had positive impacts on every participants. Furthermore, the communication between parents and children was facilitated as the meeting progressed. And the group of parents and the group of children exchanged intensely their thoughts and experiences. Upon this result, it is assumed that promoting a psychological- emotional integrated education programs between students with disability and without disability requires continuous regular meetings, not one time exchange. Also, the various numbers including parents would be better to participate in the making friends programs. Lastly, this paper reviews implications of the study and makes suggestions for the further studies.