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발행일 2016년 08월 30일
쪽수, 무게, 크기 414쪽 | 787g | 188*257mm
ISBN13 9788925410821
ISBN10 8925410826
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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

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저자 소개 관련자료 보이기/감추기

저 자 소 개
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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