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 기술의 의미 ·····················································272) 기능적 기술과 개별화교육프로그램 ······································283) 연령에 적절한 기능적 기술 ··············································29제2장 진단 · 평가 ·································································301. 진단ㆍ평가의 이해 ························································331) 진단ㆍ평가의 정의 ······················································332) 진단ㆍ평가의 패러다임 변화 ············································353) 발달 평가와 기능적 평가 ················································362. 진단ㆍ평가 최상의 요소 ··················································381) 가족 참여 ······························································382) 자연적 환경에서 실행 ···················································393) 진단ㆍ평가와 중재의 연계 ··············································404) 다양한 전문가와의 협력 ·················································413. 진단ㆍ평가의 유형 ························································471) 생태학적 평가 ··························································482) 수행 평가 ······························································613) 도구 활용 평가 ·························································67제3장 목표 설정 ··································································821. 목표 설정의 고려점 ·······················································852. 장ㆍ단기 목표 설정 과정 ·················································871) 1단계: 필요한 목표 설정 ················································872) 2단계: 장ㆍ단기 목표 서술방법 ··········································913) 3단계: 장기 목표 설정 ··················································984) 4단계: 단기 목표 설정 ··················································995) 5단계: 장ㆍ단기 목표 점검하기 ········································1043. 연령별 장ㆍ단기 목표 서술의 예 ········································1061) 유아의 목표 설정 ······················································1062) 초등학생의 목표 ·······················································1123) 중ㆍ고등학생의 목표 설정 ·············································117제4장 개별화교육프로그램 실행 ················································1261. 개별화교육프로그램 실행의 이해 ·········································1292. 교육과정 수정 ···························································1301) 교육과정 수정의 정의와 목적 ···········································1302) 교육과정 수정 활용 고려점 ············································1313) 교육과정 수정 유형 ····················································1334) 교육과정 수정에 관한 결정 내리기 ·····································1495) 교육과정 수정의 적용 실제와 평가 ·····································1516) 교육과정 수정의 적용 평가 ············································1623. 삽입 학습 기회 ··························································1631) 삽입 학습 기회 이해 ···················································1632) 삽입 학습 기회 활용 실제 ·············································1693) 삽입 학습 기회 적용 평가 ·············································1804. 학생 중심 직접교수 ······················································181제5장 개별화교육프로그램 평가 ················································1841. 평가의 이해 ······························································1871) 평가의 단계 ···························································1872) 평가의 방법 ···························································1893) 교수 평가 ·····························································1922. 평가의 실제 ·····························································1921) 평가지 만들기 ·························································1922) 평가 기록 표시 ························································1943) 도표 활용 평가 ························································2003. 개별화교육프로그램 점검표 ··············································203제6장 유아 개별화교육프로그램의 실제 ········································2061. 신변처리 기술 ···························································2091) 신변처리 기술의 중요성 ················································2092) 신변처리 기술 지도의 실제 ············································2142. 의사소통 기술 ···························································2231) 의사소통 기술의 중요성 ················································2232) 의사소통 기술 지도의 실제 ············································2243. 사회성 기술 ·····························································2321) 사회성 기술의 중요성 ··················································2322) 사회성 기술 지도의 실제 ···············································2354. 기능적 인지 기술 ························································2381) 기능적 인지 기술의 중요성 ·············································2382) 기능적 인지 기술 지도의 실제 ·········································2415. 대ㆍ소근육 기술 ·························································2441) 대ㆍ소근육 기술의 중요성 ··············································2442) 대ㆍ소근육 기술 지도의 실제 ··········································245제7장 초등 학령기 개별화교육프로그램의 실제 ································2541. 자조 기술 ································································2571) 자조 기술 습득의 중요성 ···············································2572) 자조 기술의 지도 방법 ·················································2582. 교과 영역 ·······························································2631) 초등학교 교육과정의 특성 ··············································2632) 자기 점검을 활용한 지도 ···············································2663) 교과별 교수 활동 지원 ·················································2673. 지역사회 적응 기술 ······················································2751) 지역사회 적응 기술의 중요성 ···········································2752) 지역사회 적응 기술의 요소 ············································2763) 지역사회 적응 기술 지도 방법 ·········································277제8장 중 · 고등 학령기 개별화교육프로그램의 실제 ···························2841. 자조 기술 ································································2871) 자조 기술의 중요성 ····················································2872) 자조 기술의 구성요소 ··················································2873) 자조 기술 지도 방법 ···················································2902. 교과 ·····································································3031) 기능적 국어 ···························································3052) 기능적 수학 ···························································3083. 지역사회 적응 기술 ······················································3101) 지역사회 적응 기술의 이해 ·············································3102) 지역사회 적응 기술 지도 방법 ·········································3123) 지도 시 고려점 ························································3284) 지역사회 적응 기술 지도의 예 ·········································3295) 지역사회 적응 기술 지도를 위한 과제분석의 예 ·························341부록Ⅰ 발달 지체 유아 사례(만 5세) ···········································3501. 진단ㆍ평가 ·······························································3532. 현재 수행 평가 ··························································3613. 장ㆍ단기 목표 설정 ·····················································3644. 관련서비스와의 연계 ·····················································3675. 개별화교육프로그램 평가 ················································371부록Ⅱ 중등 학령기 사례 ························································3741. 배경정보 ·································································3772. 진단ㆍ평가 ······························································3781) 면담 ··································································3782) 관찰 ··································································3793) 수행평가 ······························································3844) 체크리스트 평가 ·······················································3865) 표준화 검사 ···························································3893. 현행수준 ································································3914. 장ㆍ단기 목표 설정 및 교수계획 ········································394참고문헌 / 404찾아보기 / 411