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개별화교육 프로그램의 실제

  • 장혜성
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  • 교육과학사
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  • 2016-08-30 출간
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  • 411페이지
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  • 187 X 258 X 23 mm /871g
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  • ISBN 9788925410821
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본서에서는 다음과 같이 개별화교육프로그램의 경험을 정리해 보았다.
1장에는 개별화교육프로그램의 이해를 돕기 위해 개별화 교육의 정의와 기능, 법적근거, 진행과정과 고려점, 기능적 기술 습득을 위한 개별화교육프로그램을 설명하였고, 2장에서는 개별화교육프로그램을 위한 진단·평가의 이해, 진단·평가의 최상의 요소, 진단·평가의 유형에 대해서 구체적으로 설명하였다. 3장은 목표설정의 고려점, 장·단기목표의 설정과정, 연령별 장·단기 목표 서술의 예를 기술하였다. 4장에서는 개별화교육프로그램 실행의 이해, 교육과정 수정, 삽입 학습 기회, 학생 중심 직접교수를 설명하였다. 5장에서는 개별화교육프로그램의 평가에 대해서 기술하였고, 6장에서는 유아 개별화교육프로그램의 실제를 다루었다. 그리고 7장에서는 초등 학령기 개별화교육프로그램의 실제, 8장에서는 중·고등 학령기 개별화교육프로그램의 실제에 대해서 다루었다. 특별히 이번 3판에서는 개별화교육프로그램의 진단·평가, 목표설정, 평가 과정에서의 기술방법을 좀 더 구체적으로 기술하였고, 미국의 개별화교육프로그램의 예를 소개하였다. 그리고 기능적 기술의 예를 변화되는 사회에 맞추어서 다수 수정하였다.


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 기술(functional skills)의 의미·································································· 27
2) 기능적 기술과 개별화교육프로그램······································································ 28
3) 연령에 적절한 기능적 기술················································································ 29

제2장 진단 · 평가································································································· 30
1. 진단·평가(Assessment)의 이해········································································· 33
1) 진단·평가의 정의···························································································· 33
2) 진단·평가의 패러다임 변화··············································································· 35
3) 발달 평가와 기능적 평가··················································································· 36
2. 진단·평가 최상의 요소····················································································· 38
1) 가족 참여········································································································ 38
2) 자연적 환경에서 실행························································································ 39
3) 진단·평가와 중재의 연계·················································································· 40
4) 다양한 전문가와의 협력(Team Models) ····························································· 41
3. 진단·평가의 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. 장·단기 목표 설정 과정··················································································· 85
1) 1단계: 필요한 목표 설정···················································································· 85
2) 2단계: 장·단기 목표 서술방법··········································································· 89
3) 3단계: 장기 목표 설정······················································································· 96
4) 4단계: 단기 목표 설정······················································································· 97
5) 5단계: 장·단기 목표 점검하기········································································ 102
3. 연령별 장·단기 목표 서술의 예······································································· 104
1) 유아의 목표 설정···························································································· 104
2) 초등학생의 목표······························································································ 110
3) 중·고등학생의 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. 대·소근육 기술······························································································ 239
1) 대·소근육 기술의 중요성················································································ 239
2) 대·소근육 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. 진단·평가····································································································· 349
2. 현재 수행 평가······························································································· 357
3. 장·단기 목표 설정························································································· 360
4. 관련서비스와의 연계························································································ 363
5. 개별화교육프로그램 평가·················································································· 367

부록Ⅱ 중등 학령기 사례······················································································ 370
1. 배경정보········································································································ 373
2. 진단·평가····································································································· 374
1) 면담·············································································································· 374
2) 관찰·············································································································· 375
3) 수행평가········································································································ 380
4) 체크리스트 평가······························································································ 382
5) 표준화 검사···································································································· 385
3. 현행수준········································································································ 389
4. 장·단기 목표 설정 및 교수계획······································································· 392

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