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CORE THEORY 특수교육학 핵심이론 요약집 : 특수 교사의 꿈을 품은 예비교사를 위한 안내서

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    책소개

    - 독자대상 : 특수교육학 핵심이론 학습자
    - 구성 및 특징 :
    ① 최근 경향 반영
    ② 학습 내용 체계적으로 구성

    목차

    1-1 통합교육 7
    Ⅰ. 협력적 접근(통합교육)의 팀 구성 ································································································ 8
    Ⅱ. 통합교육의 교육적 접근 ··············································································································12

    1-2 개별화 17

    1-3 진단과 평가 21
    Ⅰ. 평가 ···········································································································································22
    Ⅱ. 측정 ···········································································································································23
    Ⅲ. 사정 ···········································································································································25

    1-4 전환교육 31
    Ⅰ. 전환교육의 절차 ··························································································································32
    Ⅱ. 자기결정기술 ·······························································································································42

    1-5 가족 지원 45

    2-1 시각장애 47
    Ⅰ. 시각계 손상 ·································································································································48
    Ⅱ. 저시력 학생의 교육적 접근 ········································································································50
    Ⅲ. 맹학생의 교육적 접근 ·················································································································57

    2-2 지체중복 및 건강장애 67
    Ⅰ. 신체적 조건이나 상태 ·················································································································68
    Ⅱ. 교육적 접근 ·································································································································72
    Ⅲ. 건강장애 ······································································································································85

    2-3 특수교육공학 87
    Ⅰ. 각종 공학 기기 ···························································································································88
    Ⅱ. 서비스 ·········································································································································90
    Ⅲ. 전략과 실제 ·································································································································92

    3-1 정서행동장애 97
    Ⅰ. 개념적 모델 ······························································································································· 98
    Ⅱ. 정서행동장애 ····························································································································· 99

    3-2 자폐성장애 111
    Ⅰ. 특성 ···········································································································································112
    Ⅱ. 교육 ···········································································································································116

    3-3 문제행동수정 123
    Ⅰ. 행동을 변화시키는 방법 ············································································································124
    Ⅱ. 긍정적 행동지원 ························································································································132
    Ⅲ. 행동관찰 ····································································································································138
    Ⅳ. 실험 설계 ··································································································································141

    4-1 청각장애 146
    Ⅰ. 청각계 손상 ·································································································································147
    Ⅱ. 교육적 접근 ·································································································································155

    4-2 의사소통장애 165
    Ⅰ. 의사소통 과정의 개요 ·················································································································166
    Ⅱ. 의사소통장애 유형 및 중재 ········································································································167
    Ⅲ. 보완ㆍ대체 의사소통체계(AAC) ····································································································173

    5-1 지적장애 185
    Ⅰ. 정의 및 다차원적 접근 ···············································································································186
    Ⅱ. 특성 및 교육적 접근 ···················································································································192

    5-2 학습장애 199
    Ⅰ. 개인 내적 기능 ···························································································································200
    Ⅱ. 학문학습장애 ·······························································································································204

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