통합교육의 이론과 실제 > 교육학

통합교육은 일반학교에서 “모든” 학생들의 교육을 개별 학생이 요구하는 적합한 지원과 함께 제공하는 교육으로 정의할 수 있다. 따라서, 통합교육은 물리적 통합과 사회적 통합의 단계를 넘어 교육과정적 통합(curricular inclusion)으로 진전되면서 일반교육과 특수교육이라는 이원체제(dual system)를 지양하고, 발달의 규준성과 정상성에 입각하여 일반교육 교육과정이라는 공통의 교육과정 틀 안에서 개인 학생에게 적합한 교육과정적 지원을 하면서 교육과정적 통합을 지향하는 것이다.
이에 본 저서는 1부 통합교육의 기초, 2부 통합교육을 위한 교육과정 설계, 3부 통합교육을 위한 교수학습 방법, 4부 통합교육을 위한 특수교육 지원 서비스, 5부 통합교육을 위한 학급경영 지원, 6부 장애 유형별 통합교육의 실제로 구분하였다.
1부에서는 통합교육의 개념 및 지표, 통합교육의 유형 및 법률 이해, 통합교육의 해외 동향, 2부 통합교육을 위한 교육과정 설계에서는 2015개정 교육과정과 통합교육의 이해, 통합교육을 위한 학교 수준 교육과정 계획, 통합교육의 교육과정 운영의 실제, 통합교육을 위한 교육과정 수정, 3부 통합교육을 위한 교수학습 방법에서는 교수-적합화 개념 및 유형, 교수적 수정의 유형 및 사례, 개별화교육계획, 개별화교육 프로그램 운영, 보편적 학습 설계 등으로 구성하였다. 특히, 4부 통합교육을 위한 특수교육 지원 서비스에서는 보조공학 지원, 통합교육을 위한 서비스 지원, 전환교육, 긍정적 행동 지원, 5부 통합교육을 위한 학급경영 지원에서는 통합교육을 위한 학급경영, 통합교육을 위한 생활지도, 통합교육을 위한 상담 지원, 통합교육을 위한 교실 환경, 통합교육의 평가, 통합교육에서 교사의 역할, 6부 장애 유형별 통합교육의 실제에서는 감각장애 학생의 통합교육, 중도ㆍ중복장애 학생의 통합교육, 장애유형별 문제행동 특성 및 중재, 문제행동 중재 방법 등으로 구성하였다.

목차

머리말 / 3
제1장 통합교육의 개념 및 지표 ·······························································11
1. 통합교육의 정의 ·····································································11
2. 통합교육의 성격 ·····································································13
3. 통합교육의 지표 ·····································································14
제2장 통합교육의 교육과정 ···································································19
1. 통합교육의 교육과정 요구 ···························································19
2. 통합교육의 교육과정 적용 유형 ······················································21
3. 통합교육 교육과정 범주 설정 ························································22
4. 통합교육의 교육과정 운영 ···························································23
제3장 2015 개정교육과정과 통합교육의 이해 ················································27
1. 특수교육 교육과정 편성ㆍ운영 ·······················································27
2. 2015 개정교육과정 이해 ····························································28
3. 2015 개정교육과정 총론 개정 내용 ·················································29
제4장 통합교육 유형 및 법률 이해 ···························································35
1. 통합교육 유형 ·······································································35
2. 통합교육 법률 이해 ··································································36
제5장 해외 통합교육 동향 ····································································43
1. 통합교육의 일반적 동향 ·····························································43
2. 미국의 통합교육 ·····································································45
3. 아시아 태평양 국가의 통합교육 ······················································51
4. 유럽 국가들의 통합교육 ·····························································55
제6장 통합교육을 위한 교육과정 계획 ·······················································61
1. 통합교육을 위한 학교수준 교육과정계획의 근거 ·····································61
2. 통합학교의 학교수준 교육과정 계획모형 ·············································62
3. 총체적 교육과정 틀의 설정 ··························································64
4. 일반교육과정 내용 접근 ·····························································67
5. 학급 전체를 위한 효과적 교수전략 ··················································71
6. 장애학생의 교육과정에서의 진전과 목표달성의 계획 ·································74
제7장 통합교육을 위한 교육과정 수정 ·······················································81
1. 통합교육의 교육과정 수정 ···························································81
2. 교육과정 수정의 유형과 실제 ························································84
제8장 개별화교육계획 ·········································································95
1. 개별화교육계획 정의 ·································································95
2. 개별화교육계획 성격 ·································································96
3. 개별화교육계획 법적 근거 ···························································97
4. 개별화교육의 기능 ···································································99
5. 개별화교육계획과정 ··································································99
제9장 개별화교육 프로그램 실행 ····························································103
1. 개별화교육계획 수립ㆍ운영 절차 ····················································103
2. 개별화교육지원팀의 구성 및 조직 ··················································104
3. 특수교육대상학교에 대한 정보 수집 ················································107
4. 개별화교육계획 작성 ································································108
5. 개별화교육계획 실행 ································································112
6. 개별화교육계획 평가(｢장애인 등에 대한 특수교육법｣ 시행규칙 제4조 4항) ········112
제10장 교수적 수정 개념 및 유형 ···························································115
1. 교수적 수정의 개념과 필요성 ·······················································115
2. 교수적 수정 기제 ···································································118
3. 교수적 수정의 원리와 원칙 ·························································120
4. 교수적 수정 유형 ···································································120
제11장 교수적 수정의 운영 및 사례 ·························································125
1. 교수적 수정의 분류체계 ····························································125
2. 교수적 수정 실행단계 ······························································126
3. 통합학급 교수적 수정 예시 ·························································129
4. 통합학급 교수적 수정 적용 절차 ···················································130
5. 일반 학급 수업 참여를 위한 수업원리 ··············································134
제12장 보편적 학습 설계 ····································································139
1. 보편적 수업 설계의 개념 ···························································139
2. 보편적 수업 설계의 배경 ···························································141
3. 보편적 설계의 원리 및 지침 ························································143
4. 보편적 설계의 원리에 적합한 교수 방법 ············································147
5. e-러닝에서 적용 가능한 보편적 설계 원리 ·········································150
6. 디지털 교과서에서 적용 가능한 보편적 설계 원리 ··································153
제13장 통합교육을 위한 서비스 지원 ························································157
1. 특수교육 관련 서비스의 개념 ·······················································157
2. 특수교육 관련 서비스의 종류와 개념 ···············································158
3. 특수교육 서비스의 결정 절차 ·······················································165
제14장 보조공학 ··············································································167
1. 보조공학의 개념 ····································································167
2. 보조공학의 역사 ····································································169
3. 보조공학의 유형 ····································································169
4. 보조공학의 최근 동향 ······························································174
5. 보조공학 관련 법률 ·································································177
제15장 통합교육 평가 ········································································179
1. 통합교육 평가의 개념과 목적 ·······················································179
2. 장애학생의 평가 통합 ······························································182
제16장 통합교육을 위한 학급경영 ···························································191
1. 특수학급의 개념과 원리 ····························································191
2. 특수학급 편성 기준 및 운영 ························································194
3. 특수학급경영의 실제 ································································197
제17장 긍정적 행동지원······································································201
1. 긍정적 행동지원 개념 ······························································201
2. 긍정적 행동지원 실행단계 ··························································203
제18장 통합교육을 위한 생활지도-사회적 관계지원 ········································219
1. 또래지원을 통한 사회적 수용 ·······················································219
2. 사회적 관계 형성을 위한 사회적 기술 ··············································233
제19장 통합교육을 위한 생활지도-상담 지원 ···············································237
1. 특수아동 상담의 정의와 기본 전제 ·················································237
2. 특수아동의 행동 원리 ······························································239
3. 특수아동의 심리적 욕구 ····························································242
4. 특수아동 상담 전략 ·································································244
제20장 전환 지원 ············································································249
1. 전환교육의 개념 ····································································249
2. 전환교육의 모델 ····································································253
3. 전환교육의 과정 ····································································264
4. 장애학생을 위한 전환교육 교수방법 및 훈련 ·······································266
제21장 감각장애학생의 통합교육 ····························································269
1. 감각장애의 정의와 유형 ····························································269
2. 시각장애 학생의 통합교육 ··························································272
3. 청각장애 학생의 통합교육 ··························································282
제22장 중도ㆍ중복장애학생의 통합교육 ·····················································293
1. 중도ㆍ중복장애의 정의와 유형 ······················································293
2. 중도ㆍ중복장애의 특징 ·····························································295
3. 중도ㆍ중복장애 아동을 위한 통합교육 모습 ········································297
제23장 통합교육을 위한 교실환경 ···························································307
1. 통합학급 교실 구성 요소 ···························································307
2. 교실의 재구성 영역 ·································································309
3. 장애 특성별 통합학급 구성 방법 ···················································316
제24장 통합교육의 실제-통합학급에서 교사의 역할 ········································319
1. 통합학습 교사의 전문성과 윤리 ·····················································319
2. 통합학급 교사의 자질과 역할 ·······················································329
3. 통합학급 교사의 직무와 지원 ·······················································336
제25장 장애유형별 문제행동 특성 및 중재(1)-시각장애, 청각장애 ························345
1. 시각장애 ············································································345
2. 청각장애 ············································································348
제26장 장애유형별 문제행동 특성 및 중재(2)-지체장애, 지적장애 ························363
1. 지체장애 ············································································363
2. 지적장애 ············································································368
제27장 장애유형별 문제행동 특성 및 중재(3)-정서행동장애, 자폐성장애 ·················377
1. 정서 및 행동장애 ···································································377
2. 자폐성장애 ··········································································384
제28장 문제행동 중재 방법(1)-행동수정 ····················································393
1. 강화의 개념 ········································································393
2. 강화계획 ············································································397
3. 토큰 제도 ···········································································399
4. 행동계약 ············································································401
5. 새로운 행동의 습득 ·································································402
6. 행동형성법 ··········································································405
7. 모방하기(모델링) ····································································405
8. 바람직하지 않은 행동의 감소 ·······················································406
9. 소거 ················································································409
10. 벌 ·················································································411
11. 행동 일반화 및 유지 ······························································412
12. 자기관리 기술과 인지적 행동주의 중재 ···········································414
제29장 문제행동 중재 방법(2)-응용행동분석 ···············································421
1. 행동 분석 및 평가 ··································································421
2. 응용행동 분석 문제행동 중재 ·······················································426
3. 행동지원 계획 ······································································430
제30장 문제행동 중재 방법(3)-현상학적 접근 ··············································433
1. 메를로-퐁티의 현상학적 접근 ·······················································433
2. 문제행동 지원방법론 ································································436
3. 현상학적 지원 ······································································441
찾아보기 ···············································································449

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