간편결제, 신용카드 청구할인
인터파크 롯데카드 5% (19,950원)
(최대할인 10만원 / 전월실적 40만원)
북피니언 롯데카드 30% (14,700원)
(최대할인 3만원 / 3만원 이상 결제)
NH쇼핑&인터파크카드 20% (16,800원)
(최대할인 4만원 / 2만원 이상 결제)
Close

미래 핵심 역량 강화를 위한 통합교육의 이론과 실제

소득공제

2013년 9월 9일 이후 누적수치입니다.

공유하기
정가

21,000원

  • 21,000

    630P (3%적립)

할인혜택
적립혜택
  • I-Point 적립은 마이페이지에서 직접 구매확정하신 경우만 적립 됩니다.
추가혜택
배송정보
  • 5/29(월) 이내 발송 예정  (서울시 강남구 삼성로 512)
  • 무료배송
주문수량
감소 증가
  • 이벤트/기획전

  • 연관도서

  • 상품권

AD

책소개

통합교육은 일반학교에서 “모든” 학생들의 교육을 개별 학생이 요구하는 적합한 지원과 함께 제공하는 교육으로 정의할 수 있다. 따라서, 통합교육은 물리적 통합과 사회적 통합의 단계를 넘어 교육과정적 통합(curricular inclusion)으로 진전되면서 일반교육과 특수교육이라는 이원체제(dual system)를 지양하고, 발달의 규준성과 정상성에 입각하여 일반교육 교육과정이라는 공통의 교육과정 틀 안에서 개인 학생에게 적합한 교육과정적 지원을 하면서 교육과정적 통합을 지향하는 것이다.
이에 본 저서는 1부 통합교육의 기초, 2부 통합교육을 위한 교육과정 설계, 3부 통합교육을 위한 교수학습 방법, 4부 통합교육을 위한 특수교육 지원 서비스, 5부 통합교육을 위한 학급경영 지원, 6부 장애 유형별 통합교육의 실제로 구분하였다.
1부에서는 통합교육의 개념 및 지표, 통합교육의 유형 및 법률 이해, 통합교육의 해외 동향, 2부 통합교육을 위한 교육과정 설계에서는 2015개정 교육과정과 통합교육의 이해, 통합교육을 위한 학교 수준 교육과정 계획, 통합교육의 교육과정 운영의 실제, 통합교육을 위한 교육과정 수정, 3부 통합교육을 위한 교수학습 방법에서는 교수-적합화 개념 및 유형, 교수적 수정의 유형 및 사례, 개별화교육계획, 개별화교육 프로그램 운영, 보편적 학습 설계 등으로 구성하였다. 특히, 4부 통합교육을 위한 특수교육 지원 서비스에서는 보조공학 지원, 통합교육을 위한 서비스 지원, 전환교육, 긍정적 행동 지원, 5부 통합교육을 위한 학급경영 지원에서는 통합교육을 위한 학급경영, 통합교육을 위한 생활지도, 통합교육을 위한 상담 지원, 통합교육을 위한 교실 환경, 통합교육의 평가, 통합교육에서 교사의 역할, 6부 장애 유형별 통합교육의 실제에서는 감각장애 학생의 통합교육, 중도ㆍ중복장애 학생의 통합교육, 장애유형별 문제행동 특성 및 중재, 문제행동 중재 방법 등으로 구성하였다.

목차

머리말 / 3

제1장 통합교육의 개념 및 지표 ·······························································11
1. 통합교육의 정의 ·····································································11
2. 통합교육의 성격 ·····································································13
3. 통합교육의 지표 ·····································································14

제2장 통합교육의 교육과정 ···································································19
1. 통합교육의 교육과정 요구 ···························································19
2. 통합교육의 교육과정 적용 유형 ······················································21
3. 통합교육 교육과정 범주 설정 ························································22
4. 통합교육의 교육과정 운영 ···························································23

제3장 2015 개정교육과정과 통합교육의 이해 ················································27
1. 특수교육 교육과정 편성ㆍ운영 ·······················································27
2. 2015 개정교육과정 이해 ····························································28
3. 2015 개정교육과정 총론 개정 내용 ·················································29

제4장 통합교육 유형 및 법률 이해 ···························································35
1. 통합교육 유형 ·······································································35
2. 통합교육 법률 이해 ··································································36

제5장 해외 통합교육 동향 ····································································43
1. 통합교육의 일반적 동향 ·····························································43
2. 미국의 통합교육 ·····································································45
3. 아시아 태평양 국가의 통합교육 ······················································51
4. 유럽 국가들의 통합교육 ·····························································55

제6장 통합교육을 위한 교육과정 계획 ·······················································61
1. 통합교육을 위한 학교수준 교육과정계획의 근거 ·····································61
2. 통합학교의 학교수준 교육과정 계획모형 ·············································62
3. 총체적 교육과정 틀의 설정 ··························································64
4. 일반교육과정 내용 접근 ·····························································67
5. 학급 전체를 위한 효과적 교수전략 ··················································71
6. 장애학생의 교육과정에서의 진전과 목표달성의 계획 ·································74

제7장 통합교육을 위한 교육과정 수정 ·······················································81
1. 통합교육의 교육과정 수정 ···························································81
2. 교육과정 수정의 유형과 실제 ························································84

제8장 개별화교육계획 ·········································································95
1. 개별화교육계획 정의 ·································································95
2. 개별화교육계획 성격 ·································································96
3. 개별화교육계획 법적 근거 ···························································97
4. 개별화교육의 기능 ···································································99
5. 개별화교육계획과정 ··································································99

제9장 개별화교육 프로그램 실행 ····························································103
1. 개별화교육계획 수립ㆍ운영 절차 ····················································103
2. 개별화교육지원팀의 구성 및 조직 ··················································104
3. 특수교육대상학교에 대한 정보 수집 ················································107
4. 개별화교육계획 작성 ································································108
5. 개별화교육계획 실행 ································································112
6. 개별화교육계획 평가(?장애인 등에 대한 특수교육법? 시행규칙 제4조 4항) ········112

제10장 교수적 수정 개념 및 유형 ···························································115
1. 교수적 수정의 개념과 필요성 ·······················································115
2. 교수적 수정 기제 ···································································118
3. 교수적 수정의 원리와 원칙 ·························································120
4. 교수적 수정 유형 ···································································120

제11장 교수적 수정의 운영 및 사례 ·························································125
1. 교수적 수정의 분류체계 ····························································125
2. 교수적 수정 실행단계 ······························································126
3. 통합학급 교수적 수정 예시 ·························································129
4. 통합학급 교수적 수정 적용 절차 ···················································130
5. 일반 학급 수업 참여를 위한 수업원리 ··············································134

제12장 보편적 학습 설계 ····································································139
1. 보편적 수업 설계의 개념 ···························································139
2. 보편적 수업 설계의 배경 ···························································141
3. 보편적 설계의 원리 및 지침 ························································143
4. 보편적 설계의 원리에 적합한 교수 방법 ············································147
5. e-러닝에서 적용 가능한 보편적 설계 원리 ·········································150
6. 디지털 교과서에서 적용 가능한 보편적 설계 원리 ··································153

제13장 통합교육을 위한 서비스 지원 ························································157
1. 특수교육 관련 서비스의 개념 ·······················································157
2. 특수교육 관련 서비스의 종류와 개념 ···············································158
3. 특수교육 서비스의 결정 절차 ·······················································165

제14장 보조공학 ··············································································167
1. 보조공학의 개념 ····································································167
2. 보조공학의 역사 ····································································169
3. 보조공학의 유형 ····································································169
4. 보조공학의 최근 동향 ······························································174
5. 보조공학 관련 법률 ·································································177

제15장 통합교육 평가 ········································································179
1. 통합교육 평가의 개념과 목적 ·······················································179
2. 장애학생의 평가 통합 ······························································182

제16장 통합교육을 위한 학급경영 ···························································191
1. 특수학급의 개념과 원리 ····························································191
2. 특수학급 편성 기준 및 운영 ························································194
3. 특수학급경영의 실제 ································································197

제17장 긍정적 행동지원······································································201
1. 긍정적 행동지원 개념 ······························································201
2. 긍정적 행동지원 실행단계 ··························································203

제18장 통합교육을 위한 생활지도-사회적 관계지원 ········································219
1. 또래지원을 통한 사회적 수용 ·······················································219
2. 사회적 관계 형성을 위한 사회적 기술 ··············································233

제19장 통합교육을 위한 생활지도-상담 지원 ···············································237
1. 특수아동 상담의 정의와 기본 전제 ·················································237
2. 특수아동의 행동 원리 ······························································239
3. 특수아동의 심리적 욕구 ····························································242
4. 특수아동 상담 전략 ·································································244

제20장 전환 지원 ············································································249
1. 전환교육의 개념 ····································································249
2. 전환교육의 모델 ····································································253
3. 전환교육의 과정 ····································································264
4. 장애학생을 위한 전환교육 교수방법 및 훈련 ·······································266

제21장 감각장애학생의 통합교육 ····························································269
1. 감각장애의 정의와 유형 ····························································269
2. 시각장애 학생의 통합교육 ··························································272
3. 청각장애 학생의 통합교육 ··························································282

제22장 중도ㆍ중복장애학생의 통합교육 ·····················································293
1. 중도ㆍ중복장애의 정의와 유형 ······················································293
2. 중도ㆍ중복장애의 특징 ·····························································295
3. 중도ㆍ중복장애 아동을 위한 통합교육 모습 ········································297

제23장 통합교육을 위한 교실환경 ···························································307
1. 통합학급 교실 구성 요소 ···························································307
2. 교실의 재구성 영역 ·································································309
3. 장애 특성별 통합학급 구성 방법 ···················································316

제24장 통합교육의 실제-통합학급에서 교사의 역할 ········································319
1. 통합학습 교사의 전문성과 윤리 ·····················································319
2. 통합학급 교사의 자질과 역할 ·······················································329
3. 통합학급 교사의 직무와 지원 ·······················································336

제25장 장애유형별 문제행동 특성 및 중재(1)-시각장애, 청각장애 ························345
1. 시각장애 ············································································345
2. 청각장애 ············································································348

제26장 장애유형별 문제행동 특성 및 중재(2)-지체장애, 지적장애 ························363
1. 지체장애 ············································································363
2. 지적장애 ············································································368

제27장 장애유형별 문제행동 특성 및 중재(3)-정서행동장애, 자폐성장애 ·················377
1. 정서 및 행동장애 ···································································377
2. 자폐성장애 ··········································································384

제28장 문제행동 중재 방법(1)-행동수정 ····················································393
1. 강화의 개념 ········································································393
2. 강화계획 ············································································397
3. 토큰 제도 ···········································································399
4. 행동계약 ············································································401
5. 새로운 행동의 습득 ·································································402
6. 행동형성법 ··········································································405
7. 모방하기(모델링) ····································································405
8. 바람직하지 않은 행동의 감소 ·······················································406
9. 소거 ················································································409
10. 벌 ·················································································411
11. 행동 일반화 및 유지 ······························································412
12. 자기관리 기술과 인지적 행동주의 중재 ···········································414

제29장 문제행동 중재 방법(2)-응용행동분석 ···············································421
1. 행동 분석 및 평가 ··································································421
2. 응용행동 분석 문제행동 중재 ·······················································426
3. 행동지원 계획 ······································································430

제30장 문제행동 중재 방법(3)-현상학적 접근 ··············································433
1. 메를로-퐁티의 현상학적 접근 ·······················································433
2. 문제행동 지원방법론 ································································436
3. 현상학적 지원 ······································································441

찾아보기 ···············································································449

저자소개

신재한 [저] 신작알림 SMS신청
생년월일 -

대구교대 국어교육학 학사, 경북대 석,박사(교수이론/교육방법/교수법), 국제뇌교육종합대학원대학교 뇌교육학과 학과장, 한국청소년상담학회 융합상담분과 학회장, 국가공인 브레인트레이너자격검정센터 센터장, 인성교육연구 학술지 편집위원장, 인성교육연구원 부원장, 한국교육개발원 연구위원, 교육부 연구사. 논문으로는 뇌과학적 고찰을 통한 뇌교육 기반 인성교육 방향 탐색, 뇌교육 기반 인성놀이 프로그램이 초등학생의 인성지수에 미치는 효과, 뇌교육 기반 인성계발 통합프로그램이 아동의 자아존중감 및 사회성에 미치는 영향, 뇌교육 기반 인성교육과정이

펼쳐보기

저자의 다른책

전체보기
펼쳐보기
박준태, 손한별 [저] 신작알림 SMS신청
생년월일 -

해당작가에 대한 소개가 없습니다.

전공도서/대학교재 분야에서 많은 회원이 구매한 책

    리뷰

    0.0 (총 0건)

    100자평

    작성시 유의사항

    평점
    0/100자
    등록하기

    100자평

    0.0
    (총 0건)

    판매자정보

    • 인터파크도서에 등록된 오픈마켓 상품은 그 내용과 책임이 모두 판매자에게 있으며, 인터파크도서는 해당 상품과 내용에 대해 책임지지 않습니다.

    상호

    (주)교보문고

    대표자명

    안병현

    사업자등록번호

    102-81-11670

    연락처

    1544-1900

    전자우편주소

    callcenter@kyobobook.co.kr

    통신판매업신고번호

    01-0653

    영업소재지

    서울특별시 종로구 종로 1(종로1가,교보빌딩)

    교환/환불

    반품/교환 방법

    ‘마이페이지 > 취소/반품/교환/환불’ 에서 신청 또는 1:1 문의 게시판 및 고객센터(1577-2555)에서 신청 가능

    반품/교환가능 기간

    변심 반품의 경우 출고완료 후 6일(영업일 기준) 이내까지만 가능
    단, 상품의 결함 및 계약내용과 다를 경우 문제점 발견 후 30일 이내

    반품/교환 비용

    변심 혹은 구매착오로 인한 반품/교환은 반송료 고객 부담
    상품이나 서비스 자체의 하자로 인한 교환/반품은 반송료 판매자 부담

    반품/교환 불가 사유

    ·소비자의 책임 있는 사유로 상품 등이 손실 또는 훼손된 경우
    (단지 확인을 위한 포장 훼손은 제외)

    ·소비자의 사용, 포장 개봉에 의해 상품 등의 가치가 현저히 감소한 경우
    예) 화장품, 식품, 가전제품(악세서리 포함) 등

    ·복제가 가능한 상품 등의 포장을 훼손한 경우
    예) 음반/DVD/비디오, 소프트웨어, 만화책, 잡지, 영상 화보집

    ·시간의 경과에 의해 재판매가 곤란한 정도로 가치가 현저히 감소한 경우

    ·전자상거래 등에서의 소비자보호에 관한 법률이 정하는 소비자 청약철회 제한 내용에 해당되는 경우

    상품 품절

    공급사(출판사) 재고 사정에 의해 품절/지연될 수 있음

    소비자 피해보상
    환불지연에 따른 배상

    ·상품의 불량에 의한 교환, A/S, 환불, 품질보증 및 피해보상 등에 관한 사항은 소비자분쟁해결 기준 (공정거래위원회 고시)에 준하여 처리됨

    ·대금 환불 및 환불지연에 따른 배상금 지급 조건, 절차 등은 전자상거래 등에서의 소비자 보호에 관한 법률에 따라 처리함

    (주) 인터파크커머스 안전결제시스템 (에스크로) 안내

    (주)인터파크커머스의 모든 상품은 판매자 및 결제 수단의 구분없이 회원님들의 구매안전을 위해 안전결제 시스템을 도입하여 서비스하고 있습니다.
    결제대금 예치업 등록 : 02-006-00064 서비스 가입사실 확인

    배송안내

    • 교보문고 상품은 택배로 배송되며, 출고완료 1~2일내 상품을 받아 보실 수 있습니다.

    • 출고가능 시간이 서로 다른 상품을 함께 주문할 경우 출고가능 시간이 가장 긴 상품을 기준으로 배송됩니다.

    • 군부대, 교도소 등 특정기관은 우체국 택배만 배송가능합니다.

    • 배송비는 업체 배송비 정책에 따릅니다.

    • - 도서 구매 시 15,000원 이상 무료배송, 15,000원 미만 2,500원 - 상품별 배송비가 있는 경우, 상품별 배송비 정책 적용