더 나은 세상을 꿈꾸는 특수교사 이야기

머리말 ……………………………………………································ 7

Part 1. 한 걸음 더 천천히 가도 늦지 않습니다.

◇ 푸른 꿈을 향해 ……………………………………………············ 10
◇ 젊음이란 …………………………………………………················ 18
◇ 공부방과 몰래 산타 이야기 ……………………………········ 23
◇ 초희의 선물 ……………………………………………················ 28
◇ 지혜의 목소리 ······························································ 32
◇ 바람돌이 선물 ······························································ 40

Part 2. 차별과 편견을 넘어

◇ 진학 차별 관련 사례1 - “특성화고로 가고 싶어요.” ·· 44
◇ 진학 차별 관련 사례2 - “마사고로 가고 싶어요.” ···· 56
◇ 놀이기구를 타고 싶은 아이들 ······································ 64
◇ 학교에 오지 않는 영진이 ············································ 73

Part 3. 사랑이라는 이름으로

◇ “선생님, 저 졸업해요.” ················································· 81
◇ 영호의 꿈은 이루어진다. ············································ 87
◇ 장애와 장애인식 개선 교육의 명칭이 바뀌어야 합니다. ·· 96
◇ “제발 특수학교만 짓게 해주세요.” - 특수학교 설립
갈등 해결 방안 ························································ 105

Part 4. 중요한 것은 속도가 아닌 방향입니다.

◇ 창의적 사고의 중요성 ················································ 117
◇ 아동의 창의적 사고를 신장시키는 생활 습관 ·········· 121
◇ 내가 생각하는 바람직한 장애이해교육 ···················· 128
◇ 상위 의식을 변화시키는 장애이해교육 ···················· 133
◇ 특수교육기관의 전공과 신·증설 확대 절실 ·············· 143
◇ 특수학교로 배치되는 전문상담교사의 필수 조건 ······ 147

Part 5. 아이들과 함께하는 행복한 동행

◇ 장애 아동 감각 언어로 표현하기의 중요성 ·············· 151
◇ 장애 아동과 라포 형성 및 정서적 교감 방법 ·········· 157
◇ 장애 아동을 위한 좋은 칭찬의 요령 ························ 162

Part 6. 장애 아동 심리?정서?행동 지원 방안

◇ 약물치료가 아닌 심리치료가 되어야 합니다. ············ 167
◇ 행동 변화를 위한 NLP 뉴로로지컬 레벨의 적용 ······ 179
◇ 약물치료의 한계 ························································ 185
◇ 아동의 행동 지원을 위한 새로운 접근 ···················· 189
◇ 잠재의식 변화를 통한 장애아동 행동 지원 필요성 ·· 193
◇ 코로나19 이후의 중증 발달장애 아동 심리·정서적
지원 방안 ·································································· 197
◇ 트랜스 상태를 이용한 발달장애 아동 도전 행동
중재 방법 ·································································· 205
◇ 감사일기 쓰기의 효과와 방법 ···································· 210

Part 7. 장애 아동 교육 지원 방안

◇ 시각적 자료를 활용한 학습 지도 - 비주얼 씽킹 ···· 215
◇ 가정에서 활용하는 중심축 반응훈련(PRT) ·············· 222
◇ 템플 그랜딘을 통해 본 자폐성장애 아동의 특성
및 교육 시사점 ·························································· 225

Part 8. 미래 특수교육과 상담이 나아갈 방향

◇ 정서행동 특성검사 및 정서행동장애 치료 지원 방안 ·· 237
◇ 정서행동장애 및 특수교육에 대한 오해와 해결 방안 ·· 241
◇ 장애의 원인과 이유를 알고, 삶을 통찰하기 ············ 246

저자 소개 ·········································································· 253