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
