장애아동 통합교육론

머리말 / 3

제1부 통합교육의 토대
제1장 통합교육의 정의와 이념 ··············································13
1. 통합교육의 정의 ······················································14
2. 통합교육의 이념 ······················································23

제2장 통합교육의 역사 ·······················································39
1. 통합교육의 초기 발전 ·················································40
2. 통합교육의 최근 동향 ·················································56

제3장 통합교육의 이점과 장애물 ···········································67
1. 통합교육의 이점 ······················································68
2. 통합교육의 요인 ······················································75
3. 통합교육의 장애물 ····················································84

제4장 통합교육과 협력 ······················································101
1. 통합교육과 협력 요구 ···············································102
2. 협력의 특징과 형태 ··················································106
3. 통합교육을 위한 협력의 요인과 장애물 ·····························112
4. 통합교육을 위한 협력방법 ···········································118


제2부 통합교육의 실제
제5장 통합학급의 교수모형 ·················································135
1. 차별화 교수의 개념과 목적 ··········································136
2. 차별화 교수의 기본 가정과 원리 ····································139
3. 차별화 교수의 모형과 요소 ··········································144

제6장 통합학급의 교수전략 ················································155
1. 교수내용의 차별화 전략 ·············································156
2. 교수과정의 차별화 전략 ·············································163
3. 교수결과의 차별화 전략 ·············································170

제7장 통합학급의 교재 수정방법 ··········································179
1. 읽기교재 수정방법 ···················································180
2. 쓰기교재 수정방법 ···················································187
3. 수학교재 수정방법 ···················································193

제8장 통합학급의 학습활동 수정방법 ·····································201
1. 의사소통활동의 수정방법 ············································202
2. 신체활동의 수정방법 ·················································208
3. 탐구활동의 수정방법 ·················································215

제9장 통합학급의 학업평가 ················································227
1. 장애아동의 평가통합 요구 ···········································228
2. 장애아동의 평가통합 방법 ···········································232
3. 장애아동의 학업성취 평가전략 ······································237

제10장 통합학급의 환경 구성 ··············································255
1. 통합학급의 물리적 환경 구성 ·······································256
2. 통합학급의 심리적 환경 구성 ·······································261
3. 장애범주별 통합학급 환경 구성방법 ·································268

제11장 통합학급의 장애아동 지원 ··········································277
1. 장애아동 지원의 목적 ···············································278
2. 장애아동 지원 요구의 평가 ··········································279
3. 장애아동 지원 계획의 수립과 적용 ··································283
4. 장애아동의 통합학급 적응기술 지도 ·································284
5. 특수교육 관련 서비스 지원 ··········································301

제12장 통합학급의 비장애아동 지원 ·······································309
1. 장애아동을 이해하고 배려하는 태도 지원 ···························310
2. 장애아동의 문제행동에 대한 대응전략 지원 ·························315
3. 비장애아동의 장애아동 도우미 역할 지원 ···························321
4. 장애아동으로 인한 비장애아동의 불평에 대한 지원 ·················325

제13장 통합학급의 부모 지원 ··············································333
1. 장애아동의 부모 지원 ···············································334
2. 비장애아동의 부모 지원 ·············································344

제14장 통합학급의 보충 서비스지원 ·······································357
1. 특수교육 보조인력 ···················································358
2. 보조공학 ·····························································367
3. 특수교육 아동의 선별 및 진단 ······································379

찾아보기 ································································390