머리말 / 3제1장 개별화교육프로그램의 이해············································································ 161. 개별화교육프로그램의 정의와 기능······································································ 191) 정의················································································································ 192) 기능················································································································ 202. 개별화교육프로그램의 법적 근거········································································· 211) 특수교육 관련법에 나타난 개별화교육프로그램 내용의 변화······························ 212) 개별화교육프로그램 작성절차············································································· 233. 개별화교육프로그램의 진행과정과 고려점····························································· 241) 진행과정·········································································································· 242) 고려점············································································································· 254. 기능적 기술 습득을 위한 개별화교육프로그램······················································· 271) 기능적 기술(functional skills)의 의미·································································· 272) 기능적 기술과 개별화교육프로그램······································································ 283) 연령에 적절한 기능적 기술················································································ 29제2장 진단 · 평가································································································· 301. 진단·평가(Assessment)의 이해········································································· 331) 진단·평가의 정의···························································································· 332) 진단·평가의 패러다임 변화··············································································· 353) 발달 평가와 기능적 평가··················································································· 362. 진단·평가 최상의 요소····················································································· 381) 가족 참여········································································································ 382) 자연적 환경에서 실행························································································ 393) 진단·평가와 중재의 연계·················································································· 404) 다양한 전문가와의 협력(Team Models) ····························································· 413. 진단·평가의 유형····························································································· 481) 생태학적 평가·································································································· 482) 수행 평가········································································································ 613) 도구 활용 평가································································································· 67제3장 목표 설정···································································································· 801. 목표 설정의 고려점··························································································· 832. 장·단기 목표 설정 과정··················································································· 851) 1단계: 필요한 목표 설정···················································································· 852) 2단계: 장·단기 목표 서술방법··········································································· 893) 3단계: 장기 목표 설정······················································································· 964) 4단계: 단기 목표 설정······················································································· 975) 5단계: 장·단기 목표 점검하기········································································ 1023. 연령별 장·단기 목표 서술의 예······································································· 1041) 유아의 목표 설정···························································································· 1042) 초등학생의 목표······························································································ 1103) 중·고등학생의 목표 설정················································································ 115제4장 개별화교육프로그램 실행············································································· 1241. 개별화교육프로그램 실행의 이해······································································· 1272. 교육과정 수정································································································· 1281) 교육과정 수정의 정의와 목적············································································ 1282) 교육과정 수정 활용 고려점··············································································· 1293) 교육과정 수정 유형························································································· 1314) 교육과정 수정에 관한 결정 내리기···································································· 1475) 교육과정 수정의 적용 실제와 평가···································································· 1496) 교육과정 수정의 적용 평가··············································································· 1583. 삽입 학습 기회······························································································· 1591) 삽입 학습 기회 이해························································································ 1592) 삽입 학습 기회 활용 실제················································································ 1653) 삽입 학습 기회 적용 평가················································································ 1764. 학생 중심 직접교수························································································· 177제5장 개별화교육프로그램 평가············································································· 1801. 평가(Evaluation)의 이해··················································································· 1831) 평가의 단계···································································································· 1832) 평가의 방법···································································································· 1853) 교수 평가······································································································· 1882. 평가의 실제···································································································· 1881) 평가지 만들기································································································· 1882) 평가 기록 표시······························································································· 1903) 도표 활용 평가······························································································· 1963. 개별화교육프로그램 점검표··············································································· 199제6장 유아 개별화교육프로그램의 실제·································································· 2021. 신변처리 기술································································································· 2051) 신변처리 기술의 중요성··················································································· 2052) 신변처리 기술 지도의 실제··············································································· 2102. 의사소통 기술································································································· 2191) 의사소통 기술의 중요성·················································································· 2192) 의사소통 기술 지도의 실제··············································································· 2203. 사회적 기술···································································································· 2271) 사회적 기술의 중요성······················································································ 2272) 사회적 기술 지도의 실제·················································································· 2304. 기능적 인지 기술···························································································· 2331) 기능적 인지 기술의 중요성··············································································· 2332) 기능적 인지 기술 지도의 실제·········································································· 2365. 대·소근육 기술······························································································ 2391) 대·소근육 기술의 중요성················································································ 2392) 대·소근육 기술 지도의 실제············································································ 240제7장 초등 학령기 개별화교육프로그램의 실제························································ 2481. 자조 기술······································································································· 2511) 자조 기술 습득의 중요성·················································································· 2512) 자조 기술의 지도 방법····················································································· 2522. 교과 영역······································································································· 2571) 초등 교육과정의 특성······················································································ 2572) 자기 점검을 활용한 지도·················································································· 2603) 교과별 교수 활동 지원····················································································· 2613. 지역사회 적응 기술························································································· 2691) 지역사회 적응 기술의 중요성··········································································· 2692) 지역사회 적응 기술의 요소··············································································· 2703) 지역사회 적응 기술 지도 방법·········································································· 271제8장 중 · 고등 학령기 개별화교육프로그램의 실제················································· 2781. 자조 기술······································································································· 2811) 자조 기술의 중요성························································································· 2812) 자조 기술의 구성요소······················································································ 2813) 자조 기술 지도 방법························································································ 2842. 교과·············································································································· 2981) 기능적 국어···································································································· 3002) 기능적 수학···································································································· 3033. 지역사회 적응 기술························································································· 3051) 지역사회 적응 기술의 이해··············································································· 3052) 지역사회 적응 기술 지도 방법·········································································· 3073) 지도 시 고려점······························································································· 3234) 지역사회 적응 기술 지도의 예·········································································· 3245) 지역사회 적응 기술 지도를 위한 과제분석의 예················································· 337부록Ⅰ 발달 지체 유아 사례(만 5세) ···································································· 3461. 진단·평가····································································································· 3492. 현재 수행 평가······························································································· 3573. 장·단기 목표 설정························································································· 3604. 관련서비스와의 연계························································································ 3635. 개별화교육프로그램 평가·················································································· 367부록Ⅱ 중등 학령기 사례······················································································ 3701. 배경정보········································································································ 3732. 진단·평가····································································································· 3741) 면담·············································································································· 3742) 관찰·············································································································· 3753) 수행평가········································································································ 3804) 체크리스트 평가······························································································ 3825) 표준화 검사···································································································· 3853. 현행수준········································································································ 3894. 장·단기 목표 설정 및 교수계획······································································· 392참고문헌 / 402찾아보기 / 409