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전환교육의 이해와 실행 제3판
판매가
수량
저자
김형일
발행일
2020-03-25
ISBN
978-89-254-1458-4(93370)
페이지
526
판형
46배변형
3판에서는 각 장의 틀은 그대로 두고 각 장들의 내용을 부분적으로 수정을 하였다. 모든 장에서 새롭게 교체한 것은 각 장의 ‘연구 문제’를 ‘연습해 봅시다’로 바꾸어 실제 수업을 받은 학생들이나 교사들이 활용할 수 있는 수행 자료로 제시하였다. 이것은 실제로 그동안 각 장의 강의 후반에 학생들과 조별로 나누어 배운 과제를 직접 해결하게 한 수업 자료를 정리하여 제시한 것이다. 그리고 각 장의 수행 자료는 전체 한 학기 수업의 내용을 종합적으로 모아 개별화전환교육계획서로 정리하도록 하였다. 이를 통해 학생들이 현장문제 해결에 더 적극적으로 대처하는 것을 볼 수 있었다.
3판을 내면서 / iii
저자 서문 / iv
제1부 전환 체제와 계획
제1장 전환교육의 이론적 모형 ···························································3
01 개요 ··············································································4
02 초기 진로교육 모형 ······························································6
03 협의의 모형과 포괄적 모형 ······················································6
04 직업 준비에 강조점을 둔 모형 ·················································10
05 학교에서의 교육내용에 중점을 둔 모형 ········································13
06 국내 전환교육 관련 모형 ·······················································15
07 교육적 시사점 ··································································21
▸연습해 봅시다 ································································24
제2장 전환교육의 진단과 평가 ··························································27
01 전환평가의 의미와 영역 ························································28
02 전환평가의 목적과 특징 ························································31
03 전환평가의 단계 ································································33
1) 1단계 ········································································33
2) 2단계 ········································································34
3) 3단계 ········································································34
04 전환평가의 유형 ································································36
1) 형식적 평가와 비형식적 평가 ················································36
2) 조사와 인터뷰 ································································39
3) 직접관찰 ·····································································43
4) 기능적 평가 ··································································44
5) 교육과정 중심 평가 ··························································45
6) 작업표본 평가 ································································46
7) 직무현장평가 ·································································48
05 기타 전환교육계획 시 고려해야 할 평가 영역 ·································50
1) 사회성/대인관계/정서 ························································50
2) 가정생활기술 평가 ···························································51
3) 지역사회 참여와 여가기술 평가 ··············································51
06 기관 간 전환평가 ·······························································52
▸연습해 봅시다 ································································54
제3장 개별화 및 전환교육계획 ··························································59
01 개별화교육의 기본 이념 ························································60
02 개별화교육계획 관련 법규 ······················································64
03 개별화교육계획의 구안과 실행 ·················································67
1) 개별화교육계획의 기본 방향 ··················································67
2) 개별화교육계획 작성의 실제 ··················································68
04 개별화교육 실시의 고려할 점 ··················································78
1) 특수교육의 방향에 대한 명확한 인식 ·········································78
2) 지역사회 적응과제의 인식 ····················································82
3) 부모의 교육적 요구 파악 ·····················································83
05 전환교육계획과 관련법 ·························································84
06 졸업 이후의 궁극적 목적 ·······················································85
07 전환 일정계획 ··································································87
08 개별화전환계획의 작성 절차 ···················································89
09 개별화전환계획의 구성 내용 ···················································96
10 ITP 작성 예시 ·································································108
1) 학생의 프로파일 ····························································108
2) 기초조사서(생략) ····························································109
3) 학생에 대한 미래 계획 ······················································109
4) 영역별 지도 ·································································110
▸연습해 봅시다 ·······························································114
제2부 전환 교육내용과 방법
제4장 전환 교육과정 ····································································117
01 개요 ···········································································118
02 일반교육과정의 접근 ··························································119
1) 일반교육과정 접근의 법적 의미 ·············································120
03 전환과 표준중심 교육과정 모형 ···············································121
1) 교과교육 ····································································123
2) 진로 및 기술교육 ···························································124
3) 생활기술 교육 ······························································125
04 일반교육과정의 접근 방법 ·····················································126
1) 교육과정의 보편적 설계 ·····················································126
2) 일반교육과정 접근 증진을 위한 표준 설계 ··································128
3) 일반교육과정 접근을 위한 개별화 방법 ······································132
05 생태학적 교육과정 ·····························································139
1) 생태학적 교육과정 구조 ·····················································139
2) 생태학적 교육과정의 졸업이후 결과와 교수 ·································141
▸연습해 봅시다 ·······························································144
제5장 전환교수와 전략 ··································································147
01 전환교수의 전제 조건 ·························································148
1) 전환 목표의 IEP 통합 ······················································148
2) 통합 환경 교수 ·····························································148
3) 결과-중심 과정 ·····························································148
4) 협력적 활동 ·································································149
5) 학생의 요구와 선호, 흥미 ···················································149
02 작업 경험 기회 ································································149
03 지역사회 중심의 기능적 전환교수 ·············································152
1) 지역사회 중심 교수의 중요성 ···············································152
2) 목표 선정 ···································································153
3) 과제분석(task analysis) ····················································153
4) 일반 사례 분석 ·····························································155
5) 기초선 측정 ·································································159
6) 교수 수행 ···································································159
04 인지적 전환교수 ·······························································166
1) 환경 분석 ···································································166
2) 직무 분석 ···································································166
3) 직무 과제분석 ······························································167
4) 인지적 전략 ·································································167
▸연습해 봅시다 ·······························································172
제6장 전환교육의 자기-결정 전략 ·····················································175
01 자기-결정의 성격과 개념 ·····················································176
1) 성격 ········································································176
2) 자기-결정의 개념 ···························································177
02 자기-결정 전략의 중요성 ·····················································180
03 자기-결정 교수 전략 ··························································182
1) 자기-결정의 하위 기술 ······················································182
2) 자기-결정의 지도 방법 ······················································184
04 자기-결정을 통한 전환계획에서의 학생 참여 ·································189
05 자기-결정과 자기-주장 ·······················································190
▸연습해 봅시다 ·······························································192
제3부 전환의 결과
제7장 전환교육과 고용 ··································································195
01 개요 ···········································································196
02 비고용 ·········································································197
03 무보수 ·········································································197
04 보호작업장 ·····································································198
05 지원고용 ·······································································199
1) 지원고용의 개념 ····························································199
2) 지원고용의 절차 ····························································203
3) 지원고용의 유형 ····························································209
06 소비자 중심 고용 ······························································218
07 경쟁고용 ·······································································221
▸연습해 봅시다 ·······························································222
제8장 주거와 지역사회 생활 ····························································223
01 주거생활의 발달 ·······························································224
1) 자선과 무시 기간 ···························································224
2) 시설 개혁 기간 ·····························································225
3) 독립생활 운동 ······························································225
4) 지원 생활 운동 ·····························································226
02 주거 유형 ······································································227
03 대안적 주거생활 지원 ·························································232
1) 지원 생활 ···································································232
2) 개별 중심 지원 ·····························································234
04 주거생활 준비 ·································································238
1) 주거 희망 및 선호도 조사 ··················································238
2) 주거 및 재정적 계획 세우기 ················································240
▸연습해 봅시다 ·······························································243
제9장 지적장애인의 직장 대인 문제해결 능력 ·······································245
01 개요 ···········································································246
02 대인문제해결 능력의 이론적 이해 ·············································247
03 지적장애인의 직업 관련 사회적 대인문제해결 능력의 특성 ··················250
04 직업 관련 사회적 대인능력의 훈련 방법 ······································254
1) 대인문제해결 훈련의 사회적 상황 ···········································255
2) 훈련 내용과 방법 ···························································256
3) 직장 대인문제해결 훈련 예시 ···············································257
05 결론 및 시사점 ································································261
▸연습해 봅시다 ·······························································263
제10장 지적장애 학생의 중등 이후 교육과 전환 ····································265
01 개요 ···········································································266
02 지적장애학생을 위한 중등이후 교육의 실태 및 필요성 ·······················266
03 중등이후 교육의 유형 ·························································269
1) 혼합ㆍ혼성 모형 ····························································270
2) 분리 모형 ···································································271
3) 통합모형 ····································································271
04 성공적인 중등이후 교육의 특징 ···············································272
1) 개별화, 학생중심 계획 ······················································273
2) 기관간 협력 ·································································273
3) 대학의 교직원들의 준비 ·····················································274
05 중등이후 교육 대학 프로그램 ·················································275
1) 대학 프로그램의 경로 ·······················································275
2) 중등이후 교육프로그램을 위한 준비 ·········································278
3) 관련된 생존 기술 개발 ······················································282
4) 개별화된 지원 계획 개발하기 ···············································284
5) 대학 생활 준비를 위한 교사와 학생의 역할 ·································286
▸연습해 봅시다 ·······························································291
제11장 지역사회 전환을 위한 사회성 기술 ···········································293
01 사회적 기술 ···································································294
1) 사회적 기술 정의 ···························································294
2) 사회적 기술 지도의 중요성 ·················································295
3) 사회적 기술의 획득 ·························································296
4) 장애학생의 사회적 기술지도 내용 ···········································298
02 사회성 기술 평가 ······························································298
1) 면접법 ······································································299
2) 관찰법 ······································································300
03 사회적 기술 훈련 모델 ························································301
1) 모델링(modeling) ··························································301
2) 시연(rehearsal) ·····························································302
3) 강화(reinforcement) ·······················································302
4) 지적해주기(coaching) ······················································302
5) 긍정적 자기-진술(positive self-statement) ·································303
04 사회적 기술지도 ·······························································304
1) 지원수준 결정하기 ··························································304
2) 훈련 ········································································305
05 지역 사회 참여 기술 ··························································311
1) 현장학습 지도수준 정하기 ···················································311
2) 현장학습 단계별 지도계획 ···················································312
3) 훈련방법 ····································································312
4) 현장학습 지도 단계별 활동 ·················································313
5) 현장학습 수행 시 유의사항 ·················································313
▸연습해 봅시다 ·······························································315
제12장 여가와 레크리에이션 ···························································317
01 여가 및 레크리에이션의 의미와 중요성 ·······································318
02 여가에 대한 관심 및 흥미 평가 ·············································320
03 목표 설정 ······································································325
1) 학생의 요구 파악 ···························································325
2) 결과 중심 목표 설정 ························································325
3) 기관 간 책무와 연계 ························································326
4) 학교에서 졸업 이후 활동 준비 ··············································326
5) 집중지도 및 다양한 경험 ····················································327
04 여가 및 레크리에이션 지도 ···················································327
1) 교수적 접근 ·································································328
2) 자기-결정 중심 지도 ························································329
3) 대안적 전략 ·································································330
▸연습해 봅시다 ·······························································333
제4부 전환의 지원
제13장 전환교육의 정책적 지원 ·······················································337
01 개요 ···········································································338
02 전환교육 현황 및 정책적 지원 방안 ··········································341
1) 전환교육에 관한 일관성 있는 모형 정립 ·····································341
2) 현행 특수교육 직업관련 교육과정의 현실화 ·································345
3) 평가체제 및 평가주체의 확립 ···············································348
4) 전문 인력 양성 ·····························································351
5) 범정부 차원의 추진기구의 구성과 역할 제고 ································355
6) 취업 활성화를 위한 정책적 지원 강화 ·······································356
03 제안 ···········································································358
▸연습해 봅시다 ·······························································360
제14장 전환교육과 관련 기관 간 협력 ················································361
01 기관 간 협력의 필요성 ························································362
02 기관 간 협력 관련 주요 개념 ·················································363
03 기관 간 협력 팀의 개발과 과정 ···············································364
1) 전환계획 팀의 개발목적 ·····················································365
2) 기관 간 협력 팀의 개발형태 ················································366
3) 기관 간 협력 팀의 개발과정 ················································370
4) 기관 간 협력 팀의 개발단계 ················································371
04 기관 인사의 역할 ······························································376
1) 학생 ········································································376
2) 가족 ········································································377
3) 학교 ········································································378
4) 직장 ········································································380
05 기관 간 협력 강화를 위한 전략 ···············································381
1) 기관 간 비전 설정 ··························································381
2) 연계 환경 점검 ·····························································382
3) 팀 구성 전략 ·······························································382
4) 정보 공유를 위한 의사소통 전략 ············································384
5) 학생 참여 전략 ·····························································385
6) 가족의 참여 전략 ···························································386
7) 성인 서비스 기관의 참여 전략 ··············································386
06 기관 간 협력의 문제점 및 제안 ···············································387
1) 한국 전환교육의 기관 간 협력의 문제점 ·····································387
2) 전환교육의 기관 간 협력 개선 방안 ·········································388
▸연습해 봅시다 ·······························································391
제15장 전환에서의 보조공학 ···························································393
01 보조공학의 정의 ·······························································394
02 보조공학 장치 ·································································395
03 보조공학의 활용 ·······························································398
1) 컴퓨터의 활용 ······························································398
2) 수업에서의 활용 ····························································399
3) 보상적 기능의 보조공학 ·····················································403
4) 교정적 기능의 보조공학 ·····················································404
5) 관련 서비스로의 보조공학 ···················································405
04 전환에서 보조공학 접근 ·······················································405
1) 팀 접근 ·····································································405
05 보조공학 장비의 선정 ·························································407
▸연습해 봅시다 ·······························································410
제16장 전환에서 부모 참여 ····························································411
01 부모 참여의 중요성 ···························································412
02 부모 참여 저해 요인과 대안 ··················································414
03 전환교육 부모 참여 전략 ······················································417
1) 가족들과 함께 작업하기(Griffin et al., 2007) ······························417
2) 효과적인 가족-전문가 동반 관계 높이기 ····································419
3) 정확하고 이해할 수 있는 정보 제시하기 ·····································420
4) 작업 경험 갖게 하기 ························································420
5) 부모 대 부모를 통한 지원하기 ··············································421
6) 가족들의 적극적인 역할 유도하기 ···········································421
▸연습해 봅시다 ·······························································425
부록
부록 1 개별화교육계획(IEP) ····························································429
1-1 보호자 요구 조사서: 일상생활 능력과 교과학습에 관한 기초조사
(서울정문학교 양식) ··························································429
1-2 학생 인적 사항 ······························································432
1-3 개별화교육계획 ·······························································433
부록 2 개별화전환교육계획(ITP) ·······················································434
2-1 학생 인적 사항 ······························································434
2-2 영역별 목적 ··································································435
2-3 수행 내용 요약 ······························································437
부록 3 미래 계획 검사(부모/보호자/교사용) ·········································438
부록 4 자기-결정 및 자기-주장 기술 ················································445
4-1 자기-결정 및 자기-주장 기술 질문지(학생용) ·······························445
4-2 자기-결정 및 자기-주장 기술 질문지(부모용) ·······························448
4-3 자기-결정 및 자기-주장 기술 질문지(교사용: 교과기술) ····················452
4-4 자기-결정 및 자기-주장 기술 질문지(교사용: 고용-기술) ··················454
4-5 자기-결정 및 자기-주장 기술 점수 요약 ···································456
부록 5 지원고용 양식 ···································································457
5-1 사업체 직무분석지 ···························································457
5-2 직무분석조사표 ·······························································465
5-3 지원고용대상자-직종 적합성 분석지 ·········································467
5-4 지원고용동의서 ·······························································471
5-5 지원고용실시동의서 ··························································472
5-6 개인별 지원고용계획서 ·······················································473
참고문헌 ···········································································474
찾아보기 ···········································································504
김 형 일
∙ 대구대학교 졸업 특수교육 지적장애 전공 ∙ 단국대학교 대학원 특수교육 지적장애 전공 교육학 석사 및 박사 ∙ 서울정진학교, 서울정문학교 교사 ∙ 교육부 국립특수교육원 교육연구사 ∙ 현재: 나사렛대학교 중등특수교육과 교수
|| 저역서 및 논문 ||
∙ 중도중복장애학생을 위한 기능적 교육과정 공역(2001, 박학사) ∙ 개별화교육계획의 이론과 실제, 공저(2002, 교육과학사) ∙ 특수교육 교과교육론, 공저(2008, 교육과학사) ∙ 정신지체: 지역사회 통합을 위한 접근, 공역(2008, 박학사) ∙ 사회적 상황에 따른 정신지체학생의 사회적 정보처리 능력 연구 ∙ 진로ㆍ직업교육을 위한 특수교육기관과 관련기관 간의 협력에 관한 연구 ∙ 장애학생 전환과정 지원 방안 연구 등 ∙ 지적장애아 교육(2013, 학지사)
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