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이 책은 고충을 겪고 있을 특수교사 및 예비 특수교사들에게 이론적 지식과 실천적 자료를 제공하기 위한 목적으로 집필된 특수교육 교육과정 재구성에 관한 최초의 책이라 할 수 있다. 이 책은 총 3부로 이루어져 있다. 제1부에서는 2015 개정 특수교육 교육과정 총론과 각론을 간략하게 정리하면서 교육과정 재구성의 이론과 전략에 대해 설명하였다. 그리고 제2부와 제3부에서는 특수교육 교육과정 재구성의 방법과 절차를 사례와 함께 소개하여 독자의 이해를 돕고자 하였다. 이 책의 집필자들은 대학에서 교육과정 강의를 담당하고 있는 현직 교수들과 현장에서 오랜 시간 교육과정 재구성 연구를 지속해 온 특수교사들이기 때문에, 특수교육을 전공하는 학생들은 무거운 주제로만 느껴졌을 교육과정을 생동감 있고 재미있게 학습하여 현장실무역량을 강화할 수 있고, 특수교사들에게는 답답하고 힘들기만 했던 교육과정 재구성의 방법과 절차 등을 속 시원하게 안내해주는 지침서가 될 것이라 기대한다.

머리말 / 3

제1부 응답하라! 특수교육 교육과정 재구성
제 1 장 2015 개정 특수교육 교육과정 총론····················································11
1. 특수교육 교육과정의 변천과정 및 법적 근거 ·········································11
1) 변천과정 ············································································11
2) 법적 근거 ···········································································15
2. 2015 개정 교육과정 총론의 개요 ····················································16
1) 2015년 개정 교육과정의 구조 ······················································16
2) 개정 내용의 특징 ···································································18
3. 2015 개정 특수교육 교육과정 총론의 주요 내용 및 특징 ··························20
1) 2015 개정 특수교육 교육과정 총론의 주요 개정 내용 ·····························23
2) 2015 개정 특수교육 교육과정 총론의 특징 ········································25
제 2 장 2015 개정 특수교육 교육과정 각론····················································29
1. 기본 교육과정 교과별 주요 내용 ·····················································29
1) 통합교과 ············································································29
2) 국어 ················································································34
3) 사회 ················································································35
4) 수학 ················································································36
5) 과학 ················································································38
6) 실과 ················································································40
7) 진로와 직업 ········································································41
8) 체육 ················································································43
9) 음악 ················································································45
10) 미술 ···············································································46
11) 선택 교과 ·········································································48
12) 창의적 체험활동 ···································································56
2. 특수교육 공통 교육과정 교과별 주요 내용 ···········································61
1) 국어 ················································································61
2) 체육 ················································································68
3) 영어 ················································································77
3. 2015 개정 특수교육 교육과정 각론의 특징 ··········································80
제 3 장 교육과정 재구성의 이론과 전략························································83
1. 교육과정 재구성을 위해 교사가 갖추어야 할 능력 ···································85
2. 교육과정 재구성 유형 ·································································89
3. 교육과정 재구성 이론 ·································································95
1) 교육과정 재구성 과정 ·······························································96
2) 통합 중심의 재구성 ·································································97
3) 백워드 설계 모형에 따른 재구성 ··················································100
4) 교육과정 실행에서 보는 재구성 ····················································109
4. 교육과정 재구성 전략 ································································113
1) SSA 전략: 교수요목과 교사 지침서의 분석 도구 ··································113
2) Matching Wheel 전략 ···························································114

제2부 특수교육 교육과정 재구성 수업을 만나다!
제 1 장 교과 내 교육과정 재구성 ·······························································119
1. 제재 중심 교육과정 재구성 ··························································119
1) 1단계: 재구성할 제재를 선정한다. ·················································120
2) 2단계: 재구성 목적 및 의도를 설정한다. ··········································121
3) 3단계: 학습자 수준을 분석한다. ···················································121
4) 4단계: 제재 중심 교육과정 주제망을 구성한다.(매개체 선정) ······················123
5) 5단계: 제재 중심의 교육과정 재구성 및 구성표를 작성한다. ······················124
6) 6단계: 제재 중심의 구체적인 지도안을 작성한다. ·································126
2. 프로젝트 학습을 위한 단원 간 교육과정 재구성 ····································131
제 2 장 주제 통합 교육과정 재구성····························································153
1. 교과 간 교육과정 재구성 ····························································156
2. 교과와 창의적 체험활동 간 교육과정 재구성: 인권교육을 주제로 ··················164

제3부 특수교육 교육과정을 요리하다!!
제 1 장 특수교육 교육과정 중심 교육과정 재구성 ············································181
1. 교육과정 중심 재구성의 의미 ························································181
2. 사례로 알아보는 특수교육 교육과정 중심 교육과정 재구성 ························186
제 2 장 학급교육과정 재구성···································································199
1. 학급교육과정 재구성의 의미와 절차 ·················································200
2. 사례로 알아보는 학급교육과정 재구성 ···············································202
제 3 장 자유학기활동과 연계한 교육과정 재구성·············································221
1. 교과연계 자유학기활동 ·······························································222
2. 자유학기활동 프로그램과 연계한 국어 교육과정 재구성 ····························226
제 4 장 중도중복장애 학생을 위한 실생활 연계 교육과정 재구성··························233
1. 교과 통합 ‘생활 기능 중심’의 교육과정 재구성 ·····································234
2. 오감 활용 감각 통합 교육과정 재구성 ··············································240
3. ‘기초 공예’ 중심 교과 통합 교육과정 재구성 ·······································243
제 5 장 일반교육과정 편제에 근거한 특수학급 교육과정 재구성···························261
1. 일반교육과정 편제를 근거로 한 기본교육과정 진로와 직업 내용 재구성 ········261
2. 일반교육과정 진로와 직업 관련 내용 요소와 기본교육과정 진로와 직업 내용 요소 결합 ······················································270

부 록
부록 1. 실생활과 연계한 진로직업교육 수업성찰 사례·······································285
부록 2. 2015 개정 특수교육 교육과정 교과별 내용체계 ·····································295
참고문헌 ·················································································337
찾아보기 ·················································································339