소리토리는 언어치료,특수교육,음성분석,진단평가,의사소통 분야의 쇼핑몰입니다.

현재 위치

(해외배송 가능상품)

기본 정보
품명	기능적 기술 습득을 위한 개별화교육프로그램의 실제(3판)
적립금	300원 (1.5%)
상품코드	P0000OQT
주문수량
저자	장혜성, 김수진, 김지영
발행일	2016-08-30
ISBN	978-89-254-1082-1(93370)
판형	4x6배판
페이지	414p
결제수단	카드 결제, 무통장 입금 / 공기관 후불, 적립금, 실시간 계좌이체
판매값	18,000원 (면세)

정기결제
구매방법	1회구매 정기배송 할인
배송주기	정기배송 할인 save 결제 시 : 할인

개인결제창을 통한 결제 시 네이버 마일리지 적립 및 사용이 가능합니다.

>상품 옵션
옵션선택

상품 목록

상품명

상품수

가격

기능적 기술 습득을 위한 개별화교육프로그램의 실제(3판)

18000 (

300)

총 상품금액(수량) : 0 (0개)

할인가가 적용된 최종 결제예정금액은 주문 시 확인할 수 있습니다.

바로 구매하기 예약주문 정기배송 신청하기 장바구니 담기 SOLD OUT 관심상품등록

기능적 기술 습득을 위한 개별화교육프로그램의 실제(3판)

<< 책소개 >>

본서에서는 다음과 같이 개별화교육프로그램의 경험을 정리해 보았다.
1장에는 개별화교육프로그램의 이해를 돕기 위해 개별화 교육의 정의와 기능, 법적근거, 진행과정과 고려점, 기능적 기술 습득을 위한 개별화교육프로그램을 설명하였고, 2장에서는 개별화교육프로그램을 위한 진단·평가의 이해, 진단·평가의 최상의 요소, 진단·평가의 유형에 대해서 구체적으로 설명하였다. 3장은 목표설정의 고려점, 장·단기목표의 설정과정, 연령별 장·단기 목표 서술의 예를 기술하였다. 4장에서는 개별화교육프로그램 실행의 이해, 교육과정 수정, 삽입 학습 기회, 학생 중심 직접교수를 설명하였다. 5장에서는 개별화교육프로그램의 평가에 대해서 기술하였고, 6장에서는 유아 개별화교육프로그램의 실제를 다루었다. 그리고 7장에서는 초등 학령기 개별화교육프로그램의 실제, 8장에서는 중·고등 학령기 개별화교육프로그램의 실제에 대해서 다루었다. 특별히 이번 3판에서는 개별화교육프로그램의 진단·평가, 목표설정, 평가 과정에서의 기술방법을 좀 더 구체적으로 기술하였고, 미국의 개별화교육프로그램의 예를 소개하였다. 그리고 기능적 기술의 예를 변화되는 사회에 맞추어서 다수 수정하였다.

<< 목차 >>

머리말 / 3

제1장 개별화교육프로그램의 이해······························································································· 16
1. 개별화교육프로그램의 정의와 기능··············································································· 19
1) 정의······································································································································· 19
2) 기능······································································································································ 20
2. 개별화교육프로그램의 법적 근거··················································································· 21
1) 특수교육 관련법에 나타난 개별화교육프로그램 내용의 변화······························ 21
2) 개별화교육프로그램 작성절차······················································································· 23
3. 개별화교육프로그램의 진행과정과 고려점·································································· 24
1) 진행과정······························································································································ 24
2) 고려점·································································································································· 25
4. 기능적 기술 습득을 위한 개별화교육프로그램························································· 27
1) 기능적 기술(functional skills)의 의미······································································· 27
2) 기능적 기술과 개별화교육프로그램············································································ 28
3) 연령에 적절한 기능적 기술··························································································· 29

제2장 진단 · 평가·································································································································· 30
1. 진단ㆍ평가(Assessment)의 이해··················································································· 33
1) 진단ㆍ평가의 정의············································································································ 33
2) 진단ㆍ평가의 패러다임 변화························································································ 35
3) 발달 평가와 기능적 평가······························································································· 36
2. 진단ㆍ평가 최상의 요소···································································································· 38
1) 가족 참여···························································································································· 38
2) 자연적 환경에서 실행····································································································· 39
3) 진단ㆍ평가와 중재의 연계···························································································· 40
4) 다양한 전문가와의 협력(Team Models) ··································································· 41
3. 진단ㆍ평가의 유형··············································································································· 48
1) 생태학적 평가···················································································································· 48
2) 수행 평가···························································································································· 61
3) 도구 활용 평가················································································································· 67

제3장 목표 설정···································································································································· 80
1. 목표 설정의 고려점·············································································································· 83
2. 장ㆍ단기 목표 설정 과정·································································································· 85
1) 1단계: 필요한 목표 설정································································································ 85
2) 2단계: 장ㆍ단기 목표 서술방법··················································································· 89
3) 3단계: 장기 목표 설정··································································································· 96
4) 4단계: 단기 목표 설정··································································································· 97
5) 5단계: 장ㆍ단기 목표 점검하기················································································ 102
3. 연령별 장ㆍ단기 목표 서술의 예················································································ 104
1) 유아의 목표 설정············································································································ 104
2) 초등학생의 목표············································································································· 110
3) 중ㆍ고등학생의 목표 설정·························································································· 115

제4장 개별화교육프로그램 실행································································································ 124
1. 개별화교육프로그램 실행의 이해················································································· 127
2. 교육과정 수정······················································································································ 128
1) 교육과정 수정의 정의와 목적····················································································· 128
2) 교육과정 수정 활용 고려점························································································ 129
3) 교육과정 수정 유형······································································································· 131
4) 교육과정 수정에 관한 결정 내리기·········································································· 147
5) 교육과정 수정의 적용 실제와 평가·········································································· 149
6) 교육과정 수정의 적용 평가························································································ 158
3. 삽입 학습 기회··················································································································· 159
1) 삽입 학습 기회 이해····································································································· 159
2) 삽입 학습 기회 활용 실제·························································································· 165
3) 삽입 학습 기회 적용 평가·························································································· 176
4. 학생 중심 직접교수··········································································································· 177

제5장 개별화교육프로그램 평가································································································ 180
1. 평가(Evaluation)의 이해·································································································· 183
1) 평가의 단계······················································································································ 183
2) 평가의 방법····················································································································· 185
3) 교수 평가························································································································· 188
2. 평가의 실제·························································································································· 188
1) 평가지 만들기·················································································································· 188
2) 평가 기록 표시··············································································································· 190
3) 도표 활용 평가··············································································································· 196
3. 개별화교육프로그램 점검표···························································································· 199

제6장 유아 개별화교육프로그램의 실제··············································································· 202
1. 신변처리 기술······················································································································ 205
1) 신변처리 기술의 중요성······························································································· 205
2) 신변처리 기술 지도의 실제························································································ 210
2. 의사소통 기술······················································································································ 219
1) 의사소통 기술의 중요성······························································································· 219
2) 의사소통 기술 지도의 실제························································································ 220
3. 사회적 기술·························································································································· 227
1) 사회적 기술의 중요성··································································································· 227
2) 사회적 기술 지도의 실제····························································································· 230
4. 기능적 인지 기술··············································································································· 233
1) 기능적 인지 기술의 중요성························································································· 233
2) 기능적 인지 기술 지도의 실제·················································································· 236
5. 대ㆍ소근육 기술················································································································· 239
1) 대ㆍ소근육 기술의 중요성··························································································· 239
2) 대ㆍ소근육 기술 지도의 실제···················································································· 240

제7장 초등 학령기 개별화교육프로그램의 실제······························································· 248
1. 자조 기술······························································································································· 251
1) 자조 기술 습득의 중요성····························································································· 251
2) 자조 기술의 지도 방법································································································· 252
2. 교과 영역······························································································································ 257
1) 초등 교육과정의 특성··································································································· 257
2) 자기 점검을 활용한 지도····························································································· 260
3) 교과별 교수 활동 지원································································································· 261
3. 지역사회 적응 기술··········································································································· 269
1) 지역사회 적응 기술의 중요성····················································································· 269
2) 지역사회 적응 기술의 요소························································································ 270
3) 지역사회 적응 기술 지도 방법·················································································· 271

제8장 중 · 고등 학령기 개별화교육프로그램의 실제······················································ 278
1. 자조 기술······························································································································· 281
1) 자조 기술의 중요성······································································································· 281
2) 자조 기술의 구성요소··································································································· 281
3) 자조 기술 지도 방법····································································································· 284
2. 교과········································································································································· 298
1) 기능적 국어······················································································································ 300
2) 기능적 수학····················································································································· 303
3. 지역사회 적응 기술··········································································································· 305
1) 지역사회 적응 기술의 이해························································································· 305
2) 지역사회 적응 기술 지도 방법·················································································· 307
3) 지도 시 고려점··············································································································· 323
4) 지역사회 적응 기술 지도의 예·················································································· 324
5) 지역사회 적응 기술 지도를 위한 과제분석의 예················································· 337

부록Ⅰ 발달 지체 유아 사례(만 5세) ····················································································· 346
1. 진단ㆍ평가····························································································································· 349
2. 현재 수행 평가··················································································································· 357
3. 장ㆍ단기 목표 설정·········································································································· 360
4. 관련서비스와의 연계········································································································· 363
5. 개별화교육프로그램 평가································································································ 367

부록Ⅱ 중등 학령기 사례··············································································································· 370
1. 배경정보································································································································· 373
2. 진단ㆍ평가···························································································································· 374
1) 면담···································································································································· 374
2) 관찰···································································································································· 375
3) 수행평가···························································································································· 380
4) 체크리스트 평가············································································································· 382
5) 표준화 검사····················································································································· 385
3. 현행수준································································································································ 389
4. 장ㆍ단기 목표 설정 및 교수계획················································································ 392

참고문헌 / 402
찾아보기 / 409

<< 저자 >>

장혜성
∙ 이화여자대학교 사범대학 특수교육과
∙ 이화여자대학교 대학원 특수교육과 석사
∙ 미국 펜실베이니아 주립대학교 대학원 특수교육과 석사
∙ 이화여자대학교 대학원 특수교육학 박사
<주요 경력>
∙ 서울애화학교(청각장애) 교사
∙ 서울 장애인 종합 복지관 교육부 과장
∙ 이화여자대학교 평생교육원 발달장애인 지역사회 아카데미 주강사
∙ 현, 가톨릭대학교 특수교육과 교수

김수진
∙ 이화여자대학교 사범대학 특수교육과
∙ 미국 하와이 주립대학교 대학원 특수교육과 석사
∙ 이화여자대학교 대학원 특수교육학 박사
<주요 경력>
∙ 서울 삼성학교(청각장애) 교사
∙ 서울 강동구 구립 곡교어린이집 특수교사
∙ 현, 연성대학교 유아특수재활과 교수

김지영
∙ 강남대학교 사범대학 특수교육과
∙ 이화여자대학교 대학원 특수교육과 석사
∙ 이화여자대학교 대학원 특수교육학 박사
<주요 경력>
∙ 서울 강동구 구립 곡교어린이집 특수교사
∙ 배화여자대학교 유아교육과 겸임교수
∙ 이화여자대학교 특수교육과 연구교수
∙ 현, 연세대학교 교육학과 외래강사

상품결제정보

카드결제 :

- 고액결제의 경우 안전을 위해 카드사에서 확인전화를 드릴 수도 있습니다.

- 확인과정에서 도난 카드의 사용이나 타인 명의의 주문등 정상적인 주문이 아니라고 판단될 경우 임의로 주문을 보류 또는 취소할 수 있습니다.

실시간계좌이체 :

- 선택하시는 고객의 계좌에서 직접 출금됩니다.

무통장 입금 :

- 주문시 입력한 입금자명과 실제입금자의 성명이 반드시 일치해야 하며, 다를 경우 주문서 아래에 있는 전달사항에 메모를 남겨주시거나 연락을 주시기 바랍니다.

- 7일 이내로 입금하셔야 하며 입금되지 않은 주문은 취소 됩니다.

- 공기관일 경우 후불주문이 가능하며, 이 경우 아래의 전달사항에 관련 내용을 적어 주시거나 연락을 주시기 바랍니다.

배송정보

배송 방법 : 택배

배송 지역 : 전국지역

배송 비용 : 3,000원

배송 기간 : 2일 ~ 5일

- 선생님께서 주문하신 상품은 입금 확인후 배송해 드립니다. (공기관 후불제외)

- 보통 2~4일 걸리며, 상품 종류나 경우에 따라서는 5일 이상 지연될 수 있습니다(공휴일은 제외). 늦어지는 경우 사전에 알려드립니다.

- 외국 제품 중 수입해야 할 경우, 최대 40일까지 소요될 수 있습니다(사전에 알려드립니다).

- 산간벽지나 제주도와 같은 도서지방은 별도 추가요금이 발생될 수 있습니다.

- 상품에 따라서는 견적을 요청하거나 전화로 문의해야 하는 경우도 있으며 이경우 운송비가 별도 계산될 수 있습니다.

교환 및 반품정보

교환 및 반품이 가능한 경우
- 상품을 공급 받으신 날로부터 7일이내 단, 전자제품의
  경우 포장(상품)을 개봉하였고, 포장이 훼손되어 상품가치가 상실된 경우에는 교환/반품이 불가능합니다.
- 공급받으신 상품 및 용역의 내용이 표시.광고 내용과
  다르거나 다르게 이행된 경우에는 공급받은 날로부터 3월이내, 그사실을 알게 된 날로부터 30일이내

교환 및 반품이 불가능한 경우
- 고객님의 책임 있는 사유로 상품등이 멸실 또는 훼손된 경우. 단, 상품의 내용을 확인하기 위하여
  포장 등을 훼손한 경우는 제외
- 포장을 개봉하였거나 포장이 훼손되어 상품가치가 상실된 경우
  (예 : 가전제품, 식품, 음반 등, 단 액정화면이 부착된 노트북, LCD모니터, 디지털 카메라 등의 불량화소에
  따른 반품/교환은 제조사 기준에 따릅니다.)
- 고객님의 사용 또는 일부 소비에 의하여 상품의 가치가 현저히 감소한 경우
- 시간의 경과에 의하여 재판매가 곤란할 정도로 상품등의 가치가 현저히 감소한 경우
- 복제가 가능한 상품등의 포장을 훼손한 경우
  (자세한 내용은 고객만족센터 1:1 E-MAIL상담을 이용해 주시기 바랍니다.)

※ 고객님의 마음이 바뀌어 교환, 반품을 하실 경우 상품반송 비용은 고객님께서 부담하셔야 합니다.
  (색상 교환, 사이즈 교환 등 포함)