[4판] 기능적 기술 습득을 위한 개별화교육 프로그램의 실제 > 교육학

특수교육대상자의 개별적인 요구를 지원하기 위한 체계를 갖추는 ‘개별화교육프로그램’은 일반 교육과 대비되는 특수교육의 중요한 특징이며 특수 교육실행의 핵심적인 틀이다. 현장에서 만나게 되는 너무나 다양한 특수교육대상자들에 대한 교사의 책무성은 질적인 개별화교육프로그램을 계획하고 실행하고 평가하는 과정에서 확고하게 자리 잡을 수 있다.

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 기술의 의미 ·····················································27
2) 기능적 기술과 개별화교육프로그램 ······································28
3) 연령에 적절한 기능적 기술 ··············································29
제2장 진단 · 평가 ·································································30
1. 진단ㆍ평가의 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 ·················································41
3. 진단ㆍ평가의 유형 ························································47
1) 생태학적 평가 ··························································48
2) 수행 평가 ······························································61
3) 도구 활용 평가 ·························································67
제3장 목표 설정 ··································································82
1. 목표 설정의 고려점 ·······················································85
2. 장ㆍ단기 목표 설정 과정 ·················································87
1) 1단계: 필요한 목표 설정 ················································87
2) 2단계: 장ㆍ단기 목표 서술방법 ··········································91
3) 3단계: 장기 목표 설정 ··················································98
4) 4단계: 단기 목표 설정 ··················································99
5) 5단계: 장ㆍ단기 목표 점검하기 ········································104
3. 연령별 장ㆍ단기 목표 서술의 예 ········································106
1) 유아의 목표 설정 ······················································106
2) 초등학생의 목표 ·······················································112
3) 중ㆍ고등학생의 목표 설정 ·············································117
제4장 개별화교육프로그램 실행 ················································126
1. 개별화교육프로그램 실행의 이해 ·········································129
2. 교육과정 수정 ···························································130
1) 교육과정 수정의 정의와 목적 ···········································130
2) 교육과정 수정 활용 고려점 ············································131
3) 교육과정 수정 유형 ····················································133
4) 교육과정 수정에 관한 결정 내리기 ·····································149
5) 교육과정 수정의 적용 실제와 평가 ·····································151
6) 교육과정 수정의 적용 평가 ············································162
3. 삽입 학습 기회 ··························································163
1) 삽입 학습 기회 이해 ···················································163
2) 삽입 학습 기회 활용 실제 ·············································169
3) 삽입 학습 기회 적용 평가 ·············································180
4. 학생 중심 직접교수 ······················································181
제5장 개별화교육프로그램 평가 ················································184
1. 평가의 이해 ······························································187
1) 평가의 단계 ···························································187
2) 평가의 방법 ···························································189
3) 교수 평가 ·····························································192
2. 평가의 실제 ·····························································192
1) 평가지 만들기 ·························································192
2) 평가 기록 표시 ························································194
3) 도표 활용 평가 ························································200
3. 개별화교육프로그램 점검표 ··············································203
제6장 유아 개별화교육프로그램의 실제 ········································206
1. 신변처리 기술 ···························································209
1) 신변처리 기술의 중요성 ················································209
2) 신변처리 기술 지도의 실제 ············································214
2. 의사소통 기술 ···························································223
1) 의사소통 기술의 중요성 ················································223
2) 의사소통 기술 지도의 실제 ············································224
3. 사회성 기술 ·····························································232
1) 사회성 기술의 중요성 ··················································232
2) 사회성 기술 지도의 실제 ···············································235
4. 기능적 인지 기술 ························································238
1) 기능적 인지 기술의 중요성 ·············································238
2) 기능적 인지 기술 지도의 실제 ·········································241
5. 대ㆍ소근육 기술 ·························································244
1) 대ㆍ소근육 기술의 중요성 ··············································244
2) 대ㆍ소근육 기술 지도의 실제 ··········································245
제7장 초등 학령기 개별화교육프로그램의 실제 ································254
1. 자조 기술 ································································257
1) 자조 기술 습득의 중요성 ···············································257
2) 자조 기술의 지도 방법 ·················································258
2. 교과 영역 ·······························································263
1) 초등학교 교육과정의 특성 ··············································263
2) 자기 점검을 활용한 지도 ···············································266
3) 교과별 교수 활동 지원 ·················································267
3. 지역사회 적응 기술 ······················································275
1) 지역사회 적응 기술의 중요성 ···········································275
2) 지역사회 적응 기술의 요소 ············································276
3) 지역사회 적응 기술 지도 방법 ·········································277
제8장 중 · 고등 학령기 개별화교육프로그램의 실제 ···························284
1. 자조 기술 ································································287
1) 자조 기술의 중요성 ····················································287
2) 자조 기술의 구성요소 ··················································287
3) 자조 기술 지도 방법 ···················································290
2. 교과 ·····································································303
1) 기능적 국어 ···························································305
2) 기능적 수학 ···························································308
3. 지역사회 적응 기술 ······················································310
1) 지역사회 적응 기술의 이해 ·············································310
2) 지역사회 적응 기술 지도 방법 ·········································312
3) 지도 시 고려점 ························································328
4) 지역사회 적응 기술 지도의 예 ·········································329
5) 지역사회 적응 기술 지도를 위한 과제분석의 예 ·························341
부록Ⅰ 발달 지체 유아 사례(만 5세) ···········································350
1. 진단ㆍ평가 ·······························································353
2. 현재 수행 평가 ··························································361
3. 장ㆍ단기 목표 설정 ·····················································364
4. 관련서비스와의 연계 ·····················································367
5. 개별화교육프로그램 평가 ················································371
부록Ⅱ 중등 학령기 사례 ························································374
1. 배경정보 ·································································377
2. 진단ㆍ평가 ······························································378
1) 면담 ··································································378
2) 관찰 ··································································379
3) 수행평가 ······························································384
4) 체크리스트 평가 ·······················································386
5) 표준화 검사 ···························································389
3. 현행수준 ································································391
4. 장ㆍ단기 목표 설정 및 교수계획 ········································394
참고문헌 / 404
찾아보기 / 411

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

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