특수교육학 > 특수교육/창의성.사고력교육

특수교육이 무엇인지를 정의하기는 쉽지 않습니다. 특수교육을 정의하려면 특수교육이 누구를 왜, 어디에서, 무엇으로, 어떻게 가르치는 것인지를 모두 명확하게 규정해야 하는데, 그것을 모두 포괄해 명확히 규정하기가 쉽지 않기 때문입니다. 특수교육이 추구하는 궁극적인 목표는 보통의 교육과 다를 수 없습니다만, 교육의 철학, 대상, 장소, 내용, 방법 등은 모두 일반교육과 달라 규정하기가 쉽지 않습니다. 특수교육이 누구를 왜, 어디에서, 무엇으로, 어떻게 가르쳐야 하는지를 답하기가 쉽지 않다는 것은 그 답이 고정되어 있지 않고 시대와 사회의 변화에 따라 달라지기 때문입니다. 예를 들면, 특수교육을 받는 학생의 장애와 관련해 장애의 개념과 범주도 계속 바뀌어 왔고, 그들을 어디에서 가르쳐야 하느냐에 대한 장소의 선호 또한 계속 바뀌어 왔습니다. 이런 특수교육의 변화는 인간에 대한 사랑(人間愛)을 지향하여 이루어진 변화라고 봅니다.

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제1장 특수교육의 토대 ·························································· 11

1. 특수교육의 특성과 정의 ··················································13

2. 특수교육의 필요와 목적 ··················································23

∙ 더 알아보기 ······························································33

∙ 참고문헌 ··································································36

제2장 특수교육의 발달 ·························································· 41

1. 서양의 특수교육 ···························································43

2. 한국의 특수교육 ···························································55

∙ 더 알아보기 ······························································73

∙ 참고문헌 ··································································76

제3장 특수교육 요구의 범주 ···················································79

1. 전통적인 특수교육 요구의 개념과 범주 ································81

2. 최근 특수교육 요구의 개념과 범주 ·····································86

∙ 더 알아보기 ·····························································135

∙ 참고문헌 ·································································139

제4장 특수교육 요구의 평가 ·················································151

1. 특수교육 요구 평가의 목적과 절차 ····································153

2. 특수교육 요구 평가의 영역과 도구 ····································160

3. 특수교육 요구 평가의 문제와 대안 ····································167

∙ 더 알아보기 ·····························································172

∙ 참고문헌 ·································································174

제5장 특수교육의 교육계획 ···················································177

1. 개별화 교육의 이념과 원리 ·············································179

2. 개별화 교육계획의 구성요소 ············································182

3. 개별화 교육계획의 개발 ·················································187

4. 개별화 교육계획의 기능 ·················································190

∙ 더 알아보기 ·····························································198

∙ 참고문헌 ·································································201

제6장 특수교육의 교육환경 ···················································205

1. 특수교육의 학생 배치 원리 ·············································207

2. 특수교육 교육환경의 연속체 ············································209

3. 특수교육 교육환경의 결정 요인 ········································217

∙ 더 알아보기 ·····························································223

∙ 참고문헌 ·································································225

제7장 특수교육의 교육과정 ···················································227

1. 교육과정의 개념과 특수교육의 교육과정 요구 ························229

2. 특수교육의 전통적인 교육과정 접근법 ·································234

3. 특수교육 교육과정의 새로운 접근법 ···································241

∙ 더 알아보기 ·····························································251

∙ 참고문헌 ·································································253

제8장 특수교육의 교수 ·························································259

1. 특수교육 교수의 가정 ···················································261

2. 특수교육 교수의 계획 ···················································264

3. 특수교육 교수의 실행 ···················································270

4. 특수교육 교수의 평가 ···················································277

∙ 더 알아보기 ·····························································278

∙ 참고문헌 ·································································281

제9장 특수교육의 성취 평가 ·················································285

1. 장애학생의 평가통합 요구 ··············································287

2. 장애학생의 평가통합 방법 ··············································291

3. 장애학생의 학업성취 평가전략 ·········································296

∙ 더 알아보기 ·····························································304

∙ 참고문헌 ·································································306

제10장 특수교육과 행동 지원 ·················································311

1. 긍정적 행동 지원의 정의와 특징 ·······································313

2. 기능적 행동 평가와 긍정적 행동 지원 ································318

3. 긍정적 행동 지원 전략 ··················································327

4. 학교 차원 긍정적 행동 지원 ············································332

∙ 더 알아보기 ·····························································337

∙ 참고문헌 ·································································339

제11장 특수교육과 공학 지원 ·················································341

1. 보조공학의 정의와 분류 ·················································343

2. 보조공학과 교육공학 ·····················································346

3. 보조공학의 지원 ··························································348

4. 보조공학과 교수 ··························································354

∙ 더 알아보기 ·····························································363

∙ 참고문헌 ·································································365

제12장 특수교육과 전환 지원 ·················································369

1. 전환의 개념과 요구 ······················································371

2. 전환의 모형과 요인 ······················································376

3. 전환 지원과 전환계획 ···················································382

∙ 더 알아보기 ·····························································391

∙ 참고문헌 ·································································393

찾아보기 ·······································································399

저자소개

정 동 영

한국교원대학교 교수

부산교육대학 졸업

대구대학교 대학원 졸업(정신지체아교육전공, 문학박사)

논문: 특수교육의 재개념화와 그 특수성 해명, 통합의 패러다임에서 본 정상화의 유산과 함정, 최소 제한적 환경의 개념 진전과 그 함의 재고, 특수교육과 일반교육의 교육과정 통합 쟁점 고찰, 중도 장애학생의 일반교육 교육과정 접근 요구에서 음미한 기능적 교육과정의 유산, 장애학생을 위한 과학교육의 방향 및 전략 탐색 등

저서: 장애아동 통합교육론, 예비교사를 위한 특수교육학(공저), 특수교육 교육과정(공저), 특수교육교과교육론(공저), 특수교육 과학과 교육의 이론과 실제(공저), 특수학급 경영의 이해와 실제(공저) 등

역서: 특수교육 쟁점, 지적장애학생의 교육, 정신지체아동의 학습과 인지(공역), 정신지체: 지역사회 통합을 위한 접근(공역), 장애중등학생을 위한 전환계획(공역) 등

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