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· 제목 : 특수교육학
· 분류 : 국내도서 > 대학교재/전문서적 > 사범계열 > 특수교육학
· ISBN : 9788925415673
· 쪽수 : 416쪽
· 출판일 : 2021-02-25
· 분류 : 국내도서 > 대학교재/전문서적 > 사범계열 > 특수교육학
· ISBN : 9788925415673
· 쪽수 : 416쪽
· 출판일 : 2021-02-25
책 소개
특수교육이 무엇인지를 정의하기는 쉽지 않다. 특수교육이 누구를 왜, 어디에서, 무엇으로, 어떻게 가르쳐야 하는지를 답하기가 쉽지 않은 이유는 그 답이 고정되어 있지 않고 시대와 사회의 변화에 따라 달라지기 ...
특수교육이 무엇인지를 정의하기는 쉽지 않다. 특수교육을 정의하려면 특수교육이 누구를 왜, 어디에서, 무엇으로, 어떻게 가르치는 것인지를 모두 명확하게 규정해야 하는데, 그것을 모두 포괄해 명확히 규정하기가 쉽지 않기 때문이다. 특수교육이 누구를 왜, 어디에서, 무엇으로, 어떻게 가르쳐야 하는지를 답하기가 쉽지 않다는 것은 그 답이 고정되어 있지 않고 시대와 사회의 변화에 따라 달라지기 때문이다.
목차
머리말 / 3
제1장 특수교육의 토대 ·························································· 11
1. 특수교육의 특성과 정의 ··················································13
2. 특수교육의 필요와 목적 ··················································23
∙ 더 알아보기 ······························································33
∙ 참고문헌 ··································································36
제2장 특수교육의 발달 ·························································· 41
1. 서양의 특수교육 ···························································43
2. 한국의 특수교육 ···························································55
∙ 더 알아보기 ······························································73
∙ 참고문헌 ··································································76
제3장 특수교육 요구의 범주 ···················································79
1. 전통적인 특수교육 요구의 개념과 범주 ································81
2. 최근 특수교육 요구의 개념과 범주 ·····································86
∙ 더 알아보기 ·····························································135
∙ 참고문헌 ·································································139
제4장 특수교육 요구의 평가 ·················································151
1. 특수교육 요구 평가의 목적과 절차 ····································153
2. 특수교육 요구 평가의 영역과 도구 ····································160
3. 특수교육 요구 평가의 문제와 대안 ····································167
∙ 더 알아보기 ·····························································172
∙ 참고문헌 ·································································174
제5장 특수교육의 교육계획 ···················································177
1. 개별화 교육의 이념과 원리 ·············································179
2. 개별화 교육계획의 구성요소 ············································182
3. 개별화 교육계획의 개발 ·················································187
4. 개별화 교육계획의 기능 ·················································190
∙ 더 알아보기 ·····························································198
∙ 참고문헌 ·································································201
제6장 특수교육의 교육환경 ···················································205
1. 특수교육의 학생 배치 원리 ·············································207
2. 특수교육 교육환경의 연속체 ············································209
3. 특수교육 교육환경의 결정 요인 ········································217
∙ 더 알아보기 ·····························································223
∙ 참고문헌 ·································································225
제7장 특수교육의 교육과정 ···················································227
1. 교육과정의 개념과 특수교육의 교육과정 요구 ························229
2. 특수교육의 전통적인 교육과정 접근법 ·································234
3. 특수교육 교육과정의 새로운 접근법 ···································241
∙ 더 알아보기 ·····························································251
∙ 참고문헌 ·································································253
제8장 특수교육의 교수 ·························································259
1. 특수교육 교수의 가정 ···················································261
2. 특수교육 교수의 계획 ···················································264
3. 특수교육 교수의 실행 ···················································270
4. 특수교육 교수의 평가 ···················································277
∙ 더 알아보기 ·····························································278
∙ 참고문헌 ·································································281
제9장 특수교육의 성취 평가 ·················································285
1. 장애학생의 평가통합 요구 ··············································287
2. 장애학생의 평가통합 방법 ··············································291
3. 장애학생의 학업성취 평가전략 ·········································296
∙ 더 알아보기 ·····························································304
∙ 참고문헌 ·································································306
제10장 특수교육과 행동 지원 ·················································311
1. 긍정적 행동 지원의 정의와 특징 ·······································313
2. 기능적 행동 평가와 긍정적 행동 지원 ································318
3. 긍정적 행동 지원 전략 ··················································327
4. 학교 차원 긍정적 행동 지원 ············································332
∙ 더 알아보기 ·····························································337
∙ 참고문헌 ·································································339
제11장 특수교육과 공학 지원 ·················································341
1. 보조공학의 정의와 분류 ·················································343
2. 보조공학과 교육공학 ·····················································346
3. 보조공학의 지원 ··························································348
4. 보조공학과 교수 ··························································354
∙ 더 알아보기 ·····························································363
∙ 참고문헌 ·································································365
제12장 특수교육과 전환 지원 ·················································369
1. 전환의 개념과 요구 ······················································371
2. 전환의 모형과 요인 ······················································376
3. 전환 지원과 전환계획 ···················································382
∙ 더 알아보기 ·····························································391
∙ 참고문헌 ·································································393
찾아보기 ·······································································399
제1장 특수교육의 토대 ·························································· 11
1. 특수교육의 특성과 정의 ··················································13
2. 특수교육의 필요와 목적 ··················································23
∙ 더 알아보기 ······························································33
∙ 참고문헌 ··································································36
제2장 특수교육의 발달 ·························································· 41
1. 서양의 특수교육 ···························································43
2. 한국의 특수교육 ···························································55
∙ 더 알아보기 ······························································73
∙ 참고문헌 ··································································76
제3장 특수교육 요구의 범주 ···················································79
1. 전통적인 특수교육 요구의 개념과 범주 ································81
2. 최근 특수교육 요구의 개념과 범주 ·····································86
∙ 더 알아보기 ·····························································135
∙ 참고문헌 ·································································139
제4장 특수교육 요구의 평가 ·················································151
1. 특수교육 요구 평가의 목적과 절차 ····································153
2. 특수교육 요구 평가의 영역과 도구 ····································160
3. 특수교육 요구 평가의 문제와 대안 ····································167
∙ 더 알아보기 ·····························································172
∙ 참고문헌 ·································································174
제5장 특수교육의 교육계획 ···················································177
1. 개별화 교육의 이념과 원리 ·············································179
2. 개별화 교육계획의 구성요소 ············································182
3. 개별화 교육계획의 개발 ·················································187
4. 개별화 교육계획의 기능 ·················································190
∙ 더 알아보기 ·····························································198
∙ 참고문헌 ·································································201
제6장 특수교육의 교육환경 ···················································205
1. 특수교육의 학생 배치 원리 ·············································207
2. 특수교육 교육환경의 연속체 ············································209
3. 특수교육 교육환경의 결정 요인 ········································217
∙ 더 알아보기 ·····························································223
∙ 참고문헌 ·································································225
제7장 특수교육의 교육과정 ···················································227
1. 교육과정의 개념과 특수교육의 교육과정 요구 ························229
2. 특수교육의 전통적인 교육과정 접근법 ·································234
3. 특수교육 교육과정의 새로운 접근법 ···································241
∙ 더 알아보기 ·····························································251
∙ 참고문헌 ·································································253
제8장 특수교육의 교수 ·························································259
1. 특수교육 교수의 가정 ···················································261
2. 특수교육 교수의 계획 ···················································264
3. 특수교육 교수의 실행 ···················································270
4. 특수교육 교수의 평가 ···················································277
∙ 더 알아보기 ·····························································278
∙ 참고문헌 ·································································281
제9장 특수교육의 성취 평가 ·················································285
1. 장애학생의 평가통합 요구 ··············································287
2. 장애학생의 평가통합 방법 ··············································291
3. 장애학생의 학업성취 평가전략 ·········································296
∙ 더 알아보기 ·····························································304
∙ 참고문헌 ·································································306
제10장 특수교육과 행동 지원 ·················································311
1. 긍정적 행동 지원의 정의와 특징 ·······································313
2. 기능적 행동 평가와 긍정적 행동 지원 ································318
3. 긍정적 행동 지원 전략 ··················································327
4. 학교 차원 긍정적 행동 지원 ············································332
∙ 더 알아보기 ·····························································337
∙ 참고문헌 ·································································339
제11장 특수교육과 공학 지원 ·················································341
1. 보조공학의 정의와 분류 ·················································343
2. 보조공학과 교육공학 ·····················································346
3. 보조공학의 지원 ··························································348
4. 보조공학과 교수 ··························································354
∙ 더 알아보기 ·····························································363
∙ 참고문헌 ·································································365
제12장 특수교육과 전환 지원 ·················································369
1. 전환의 개념과 요구 ······················································371
2. 전환의 모형과 요인 ······················································376
3. 전환 지원과 전환계획 ···················································382
∙ 더 알아보기 ·····························································391
∙ 참고문헌 ·································································393
찾아보기 ·······································································399
