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개별화교육 프로그램의 실제
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개별화교육 프로그램의 실제 기능적 기술 습득을 위한, 4판

  • 장혜성
  • |
  • 교육과학사
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  • 2019-08-30 출간
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  • 416페이지
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  • 188 X 257 mm
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  • ISBN 9788925414140
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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 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

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