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특수교육학
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특수교육학

  • 정동영
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  • 교육과학사
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  • 2021-02-26 출간
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  • 413페이지
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  • 196 X 265 X 27 mm /1031g
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  • ISBN 9788925415673
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머리말 / 3

제1장 특수교육의 토대 ·························································· 11
1. 특수교육의 특성과 정의 ··················································13
2. 특수교육의 필요와 목적 ··················································23
ㆍ 더 알아보기 ······························································33
ㆍ 참고문헌 ··································································36

제2장 특수교육의 발달 ·························································· 41
1. 서양의 특수교육 ···························································43
2. 한국의 특수교육 ···························································55
ㆍ 더 알아보기 ······························································73
ㆍ 참고문헌 ··································································76

제3장 특수교육 요구의 범주 ···················································79
1. 전통적인 특수교육 요구의 개념과 범주 ································81
2. 최근 특수교육 요구의 개념과 범주 ·····································86
ㆍ 더 알아보기 ·····························································135
ㆍ 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
ㆍ 더 알아보기 ·····························································172
ㆍ 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
ㆍ 더 알아보기 ·····························································198
ㆍ 참고문헌 ·································································201

제6장 특수교육의 교육환경 ···················································205
1. 특수교육의 학생 배치 원리 ·············································207
2. 특수교육 교육환경의 연속체 ············································209
3. 특수교육 교육환경의 결정 요인 ········································217
ㆍ 더 알아보기 ·····························································223
ㆍ 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
ㆍ 더 알아보기 ·····························································251
ㆍ 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
ㆍ 더 알아보기 ·····························································278
ㆍ 참고문헌 ·································································281

제9장 특수교육의 성취 평가 ·················································285
1. 장애학생의 평가통합 요구 ··············································287
2. 장애학생의 평가통합 방법 ··············································291
3. 장애학생의 학업성취 평가전략 ·········································296
ㆍ 더 알아보기 ·····························································304
ㆍ 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
ㆍ 더 알아보기 ·····························································337
ㆍ 참고문헌 ·································································339

제11장 특수교육과 공학 지원 ·················································341
1. 보조공학의 정의와 분류 ·················································343
2. 보조공학과 교육공학 ·····················································346
3. 보조공학의 지원 ··························································348
4. 보조공학과 교수 ··························································354
ㆍ 더 알아보기 ·····························································363
ㆍ 참고문헌 ·································································365

제12장 특수교육과 전환 지원 ·················································369
1. 전환의 개념과 요구 ······················································371
2. 전환의 모형과 요인 ······················································376
3. 전환 지원과 전환계획 ···················································382
ㆍ 더 알아보기 ·····························································391
ㆍ 참고문헌 ·································································393

찾아보기 ·······································································399
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