[제3판] 기능적 기술 습득을 위한 개별화교육프로그램의 실제 > 교육학

본서에서는 다음과 같이 개별화교육프로그램의 경험을 정리해 보았다.
1장에는 개별화교육프로그램의 이해를 돕기 위해 개별화 교육의 정의와 기능, 법적근거, 진행과정과 고려점, 기능적 기술 습득을 위한 개별화교육프로그램을 설명하였고, 2장에서는 개별화교육프로그램을 위한 진단·평가의 이해, 진단·평가의 최상의 요소, 진단·평가의 유형에 대해서 구체적으로 설명하였다. 3장은 목표설정의 고려점, 장·단기목표의 설정과정, 연령별 장·단기 목표 서술의 예를 기술하였다. 4장에서는 개별화교육프로그램 실행의 이해, 교육과정 수정, 삽입 학습 기회, 학생 중심 직접교수를 설명하였다. 5장에서는 개별화교육프로그램의 평가에 대해서 기술하였고, 6장에서는 유아 개별화교육프로그램의 실제를 다루었다. 그리고 7장에서는 초등 학령기 개별화교육프로그램의 실제, 8장에서는 중·고등 학령기 개별화교육프로그램의 실제에 대해서 다루었다. 특별히 이번 3판에서는 개별화교육프로그램의 진단·평가, 목표설정, 평가 과정에서의 기술방법을 좀 더 구체적으로 기술하였고, 미국의 개별화교육프로그램의 예를 소개하였다. 그리고 기능적 기술의 예를 변화되는 사회에 맞추어서 다수 수정하였다.

목차

머리말 / 3

제1장 개별화교육프로그램의 이해······························································································· 16
1. 개별화교육프로그램의 정의와 기능··············································································· 19
1) 정의······································································································································· 19
2) 기능······································································································································ 20
2. 개별화교육프로그램의 법적 근거··················································································· 21
1) 특수교육 관련법에 나타난 개별화교육프로그램 내용의 변화······························ 21
2) 개별화교육프로그램 작성절차······················································································· 23
3. 개별화교육프로그램의 진행과정과 고려점·································································· 24
1) 진행과정······························································································································ 24
2) 고려점·································································································································· 25
4. 기능적 기술 습득을 위한 개별화교육프로그램························································· 27
1) 기능적 기술(functional skills)의 의미······································································· 27
2) 기능적 기술과 개별화교육프로그램············································································ 28
3) 연령에 적절한 기능적 기술··························································································· 29

제2장 진단 · 평가·································································································································· 30
1. 진단ㆍ평가(Assessment)의 이해··················································································· 33
1) 진단ㆍ평가의 정의············································································································ 33
2) 진단ㆍ평가의 패러다임 변화························································································ 35
3) 발달 평가와 기능적 평가······························································································· 36
2. 진단ㆍ평가 최상의 요소···································································································· 38
1) 가족 참여···························································································································· 38
2) 자연적 환경에서 실행····································································································· 39
3) 진단ㆍ평가와 중재의 연계···························································································· 40
4) 다양한 전문가와의 협력(Team Models) ··································································· 41
3. 진단ㆍ평가의 유형··············································································································· 48
1) 생태학적 평가···················································································································· 48
2) 수행 평가···························································································································· 61
3) 도구 활용 평가················································································································· 67

제3장 목표 설정···································································································································· 80
1. 목표 설정의 고려점·············································································································· 83
2. 장ㆍ단기 목표 설정 과정·································································································· 85
1) 1단계: 필요한 목표 설정································································································ 85
2) 2단계: 장ㆍ단기 목표 서술방법··················································································· 89
3) 3단계: 장기 목표 설정··································································································· 96
4) 4단계: 단기 목표 설정··································································································· 97
5) 5단계: 장ㆍ단기 목표 점검하기················································································ 102
3. 연령별 장ㆍ단기 목표 서술의 예················································································ 104
1) 유아의 목표 설정············································································································ 104
2) 초등학생의 목표············································································································· 110
3) 중ㆍ고등학생의 목표 설정·························································································· 115

제4장 개별화교육프로그램 실행································································································ 124
1. 개별화교육프로그램 실행의 이해················································································· 127
2. 교육과정 수정······················································································································ 128
1) 교육과정 수정의 정의와 목적····················································································· 128
2) 교육과정 수정 활용 고려점························································································ 129
3) 교육과정 수정 유형······································································································· 131
4) 교육과정 수정에 관한 결정 내리기·········································································· 147
5) 교육과정 수정의 적용 실제와 평가·········································································· 149
6) 교육과정 수정의 적용 평가························································································ 158
3. 삽입 학습 기회··················································································································· 159
1) 삽입 학습 기회 이해····································································································· 159
2) 삽입 학습 기회 활용 실제·························································································· 165
3) 삽입 학습 기회 적용 평가·························································································· 176
4. 학생 중심 직접교수··········································································································· 177

제5장 개별화교육프로그램 평가································································································ 180
1. 평가(Evaluation)의 이해·································································································· 183
1) 평가의 단계······················································································································ 183
2) 평가의 방법····················································································································· 185
3) 교수 평가························································································································· 188
2. 평가의 실제·························································································································· 188
1) 평가지 만들기·················································································································· 188
2) 평가 기록 표시··············································································································· 190
3) 도표 활용 평가··············································································································· 196
3. 개별화교육프로그램 점검표···························································································· 199

제6장 유아 개별화교육프로그램의 실제··············································································· 202
1. 신변처리 기술······················································································································ 205
1) 신변처리 기술의 중요성······························································································· 205
2) 신변처리 기술 지도의 실제························································································ 210
2. 의사소통 기술······················································································································ 219
1) 의사소통 기술의 중요성······························································································· 219
2) 의사소통 기술 지도의 실제························································································ 220
3. 사회적 기술·························································································································· 227
1) 사회적 기술의 중요성··································································································· 227
2) 사회적 기술 지도의 실제····························································································· 230
4. 기능적 인지 기술··············································································································· 233
1) 기능적 인지 기술의 중요성························································································· 233
2) 기능적 인지 기술 지도의 실제·················································································· 236
5. 대ㆍ소근육 기술················································································································· 239
1) 대ㆍ소근육 기술의 중요성··························································································· 239
2) 대ㆍ소근육 기술 지도의 실제···················································································· 240

제7장 초등 학령기 개별화교육프로그램의 실제······························································· 248
1. 자조 기술······························································································································· 251
1) 자조 기술 습득의 중요성····························································································· 251
2) 자조 기술의 지도 방법································································································· 252
2. 교과 영역······························································································································ 257
1) 초등 교육과정의 특성··································································································· 257
2) 자기 점검을 활용한 지도····························································································· 260
3) 교과별 교수 활동 지원································································································· 261
3. 지역사회 적응 기술··········································································································· 269
1) 지역사회 적응 기술의 중요성····················································································· 269
2) 지역사회 적응 기술의 요소························································································ 270
3) 지역사회 적응 기술 지도 방법·················································································· 271

제8장 중 · 고등 학령기 개별화교육프로그램의 실제······················································ 278
1. 자조 기술······························································································································· 281
1) 자조 기술의 중요성······································································································· 281
2) 자조 기술의 구성요소··································································································· 281
3) 자조 기술 지도 방법····································································································· 284
2. 교과········································································································································· 298
1) 기능적 국어······················································································································ 300
2) 기능적 수학····················································································································· 303
3. 지역사회 적응 기술··········································································································· 305
1) 지역사회 적응 기술의 이해························································································· 305
2) 지역사회 적응 기술 지도 방법·················································································· 307
3) 지도 시 고려점··············································································································· 323
4) 지역사회 적응 기술 지도의 예·················································································· 324
5) 지역사회 적응 기술 지도를 위한 과제분석의 예················································· 337

부록Ⅰ 발달 지체 유아 사례(만 5세) ····················································································· 346
1. 진단ㆍ평가····························································································································· 349
2. 현재 수행 평가··················································································································· 357
3. 장ㆍ단기 목표 설정·········································································································· 360
4. 관련서비스와의 연계········································································································· 363
5. 개별화교육프로그램 평가································································································ 367

부록Ⅱ 중등 학령기 사례··············································································································· 370
1. 배경정보································································································································· 373
2. 진단ㆍ평가···························································································································· 374
1) 면담···································································································································· 374
2) 관찰···································································································································· 375
3) 수행평가···························································································································· 380
4) 체크리스트 평가············································································································· 382
5) 표준화 검사····················································································································· 385
3. 현행수준································································································································ 389
4. 장ㆍ단기 목표 설정 및 교수계획················································································ 392

참고문헌 / 402
찾아보기 / 409

저자소개

장혜성
∙ 이화여자대학교 사범대학 특수교육과
∙ 이화여자대학교 대학원 특수교육과 석사
∙ 미국 펜실베이니아 주립대학교 대학원 특수교육과 석사
∙ 이화여자대학교 대학원 특수교육학 박사
<주요 경력>
∙ 서울애화학교(청각장애) 교사
∙ 서울 장애인 종합 복지관 교육부 과장
∙ 이화여자대학교 평생교육원 발달장애인 지역사회 아카데미 주강사
∙ 현, 가톨릭대학교 특수교육과 교수

김수진
∙ 이화여자대학교 사범대학 특수교육과
∙ 미국 하와이 주립대학교 대학원 특수교육과 석사
∙ 이화여자대학교 대학원 특수교육학 박사
<주요 경력>
∙ 서울 삼성학교(청각장애) 교사
∙ 서울 강동구 구립 곡교어린이집 특수교사
∙ 현, 연성대학교 유아특수재활과 교수

김지영
∙ 강남대학교 사범대학 특수교육과
∙ 이화여자대학교 대학원 특수교육과 석사
∙ 이화여자대학교 대학원 특수교육학 박사
<주요 경력>
∙ 서울 강동구 구립 곡교어린이집 특수교사
∙ 배화여자대학교 유아교육과 겸임교수
∙ 이화여자대학교 특수교육과 연구교수
∙ 현, 연세대학교 교육학과 외래강사

등록된 사용후기

사용후기 쓰기 새 창 더보기

사용후기가 없습니다.

등록된 상품문의

상품문의 쓰기새 창 더보기

상품문의가 없습니다.

배송

30,000원 이상의 주문시에 배송료는 무료이며, 30,000원 미만시 배송료는 2,500원 입니다. 
입금확인일 이후 2~3일 안에 물품을 받아보실 수 있으며(일요일, 공휴일 제외) 산간 도서 지방일 경우 1~2일정도 지연될수 있습니다.
 

교환

* 사전 연락을 주셔야 하며, 모든 상품의 교환 및 환불은 구입일로부터 10일 이내에 가능합니다. 
1) 상품에 하자가 있을 때 
    저희측 실수로 인한 하자발생시 100% 교환 및 반품 가능하며 배송료는 저희측 부담입니다. 
2) 소비자의 기호변경, 주문서 잘못 기입 
    소비자의 기호변경과 잘못된 주문으로 인한 교환에 따른 배송료는 왕복배송료 모두 소비자부담이며,
    상품에 하자 및 이상이 없을 때 가능합니다. 
▷교환 및 반품 방법 031-955-6956~8 으로 연락하신후 보내실 물품을 주시면 됩니다.
    보내실 주소는 '경기도 파주시 교하읍 문발리 파주출판문화정보산업단지 514-5호
    (도서출판)교육과학사 특판영업부'입니다.