특수교육 교육과정 > 교육학

이 책에서는 교육과정에 관련된 이론뿐만 아니라 실제까지 두루 다루고자 노력하였다. 왜냐하면 교사들에게 필요한 능력은 실제 교육현장에서 자주 부딪히는 불확실한 상황과 맥락의 문제를 이해하고 그에 적절히 대처해 나가는 실천적 교육과정 지식이 중요하다고 보기 때문이었다. 아울러 이 책에서는 사회정의 차원에서 장애학생을 위한 교육과정은 학령기 학생의 보편적인 경험인 일반교육 교육과정을 기반으로 해야 하며, 또한 장애로 인한 개별적인 요구에 적합한 프로그램으로 구성되어야 한다는 것을 원칙으로 하고 있기 때문에 상당 부분이 일반교육 교육과정의 내용을 중심으로 하고 있다는 점도 미리 밝혀두고자 한다.
그리고 이 책의 구성은 모두 14개의 장으로 이루어져 있다. 제1장 교육과정의 이해, 제7장 국가수준 교육과정 개발, 제8장 지역수준 교육과정 개발, 그리고 제9장 학교수준 교육과정 편성과 운영은 이유훈 전 교장이, 제2장 장애학생의 교육과 교육과정, 제3장 교육과정의 개발과 제4장 교육과정 운영 및 평가는 정희섭 교수가, 제5장 우리나라 특수교육 교육과정 변천, 제6장 특수교육 교육과정 관련 법규, 제10장 통합교육 교육과정 편성과 운영은 정동영 교수가, 제11장 개별화 교육계획의 구안과 실행, 제12장 중도･중복장애학생의 교육과정 편성과 운영, 제13장 장애학생의 전환교육, 제14장 연구자로서의 교사와 현장교육연구는 김형일 교수가 집필하였다.

목차

머리글 3

제1장 교육과정의 이해 11
1. 교육과정의 의미 ···················································································· 14
가. 교육과정 분석의 틀과 교육과정의 의미 ······································ 14
나. 다양한 준거에 따른 교육과정 개념유형 ······································ 18
2. 교육과정의 활동 ···················································································· 28
가. 교육과정의 구현 과정 ···································································· 28
나. 교육과정의 개발 수준 ···································································· 31
다. 교육과정 개발 참여자 ···································································· 35
3. 교육과정의 기초 ···················································································· 42
가. 교육과정 탐구의 기초 ···································································· 42
나. 교육과정 결정의 기초 ···································································· 50

제2장 장애학생의 교육과 교육과정 59
1. 장애학생 교육의 특징 ··········································································· 62
가. 교육의 보편성과 특수성 ································································ 62
나. 장애학생 교육의 형태 ···································································· 65
다. 특수교육기관의 특성 ······································································ 67
2. 특수교육 교육과정의 특성 ··································································· 70
3. 장애학생 교육과정의 접근 유형 및 동향 ··········································· 73
가. 전통적 특수교육 교육과정의 접근 ················································ 74
나. 최근 특수교육 교육과정의 동향 ··················································· 79

제3장 교육과정의 개발 93
1. 교육과정 개발과 모형 ··········································································· 96
가. 모형의 정의 ····················································································· 96
나. 교육과정 개발 모형 ········································································ 98
2. 교육목표의 설정 ·················································································· 112
가. 목표의 의미와 위계 ····································································· 113
나. 목표의 분류 ·················································································· 114
다. 목표설정의 자원 ··········································································· 118
라. 목표설정의 과정 ······························································· 120
마. 목표설정의 준거 ······························································· 122
바. 목표의 진술 ······································································ 123
사. 목표설정 시 장애학생을 위한 고려점 ···························· 128
3. 교육내용의 선정과 조직 ························································· 130
가. 교육내용의 의미 ······························································· 131
나. 교육내용의 선정기준 ························································ 132
다. 교육내용의 조직원리 ························································ 136
라. 교육내용의 조직방법과 조직유형 ··································· 140
마. 교육내용 선정 시 장애학생을 위한 고려점 ·················· 147

제4장 교육과정 운영 및 평가 159
1. 교육과정 운영 ········································································· 162
가. 교육과정 운영의 의미 ······················································ 162
나. 교육과정 운영의 기본 원리 ············································ 165
다. 교육과정 운영에 영향을 미치는 요인 ···························· 169
라. 교육과정 운영의 전략 ······················································ 171
2. 교육과정 평가 ········································································· 172
가. 교육과정 평가의 의미 ······················································ 172
나. 교육과정 평가의 목적 ······················································ 173
다. 교육과정 평가의 대상과 영역 ········································· 174
라. 교육과정 평가의 유형 및 모형 ······································· 177

제5장 우리나라 특수교육 교육과정 변천 183
1. 정부수립 이전의 특수교육 교육과정 ···································· 186
가. 일제강점기 ········································································ 186
나. 미군정기 ············································································ 188
2. 정부수립 이후의 특수교육 교육과정 ···································· 189
가. 정부수립 초기 ··································································· 189
나. 제1차∼제7차 교육과정 ··················································· 190
다. 2008 교육과정∼2012 교육과정 ··································· 194
3. 2015 개정 특수교육 교육과정 ·············································· 207

제6장 특수교육 교육과정 관련 법규 215
1. 대한민국 헌법 ····················································································· 218
2. 교육기본법 ··························································································· 220
3. 초･중등교육법 및 시행령 ··································································· 222
가. 초･중등교육법 ··············································································· 222
나. 초･중등교육법 시행령 ·································································· 230
4. 장애인 등에 대한 특수교육법 ··························································· 233

제7장 국가수준 교육과정 개발 243
1. 교육과정 개발과 역할분담 체제 ························································ 246
2. 국가수준 교육과정의 성격 ································································· 250
가. 국가수준 교육과정의 성격과 역할 ············································· 250
나. 국가수준 교육과정 기준 설정의 필요성 ···································· 253
3. 국가수준 교육과정 개발의 실제 ························································ 255

제8장 지역수준 교육과정 개발 259
1. 지역수준 교육과정 개발의 필요성과 근거 ······································· 262
가. 지역수준 교육과정 개발의 필요성 ············································· 262
나. 지역수준 교육과정 개발의 근거 ················································· 263
2. 지역수준 교육과정 지침의 역할과 기능 ··········································· 267
3. 지역수준 교육과정 개발의 실제 ························································ 270
가. 지역수준 교육과정 편성･운영지침의 개발 ································ 270
나. 지역수준 교육과정 개발의 유의사항 ·········································· 280

제9장 학교수준 교육과정 편성과 운영 283
1. 학교수준 교육과정 의의와 필요성 ···················································· 286
가. 학교수준 교육과정 의미와 성격 ················································· 286
나. 학교수준 교육과정 필요성 ·························································· 288
다. 학교수준 교육과정 편성･운영 근거 ··········································· 290
2. 학교수준 교육과정 개발 범위 ··························································· 292
3. 학교수준 교육과정 편성과 운영 ························································ 294
가. 학교수준 교육과정 편성･운영의 기본 원리 ······························ 294
나. 학교수준 교육과정 편성･운영의 실제 ········································ 297

제10장 통합교육 교육과정 편성과 운영 319
1. 장애학생 배치 경향과 교육과정 사고의 변화 ····················· 322
2. 일반학급 및 특수학급 교육과정 관련 규정 ························· 324
3. 일반교육 교육과정의 변형수준에 따른 교육과정의 유형 ··· 326
4. 통합교육 교육과정 편성･운영의 절차 ·································· 334
5. 통합교육 교육과정 참여증진을 위한 교수적 수정 ·············· 338
가. 교수적 수정의 의의 ························································· 338
나. 교수적 수정의 유형 ························································· 339
다. 교수적 수정의 절차 ························································· 346
6. 통합교육 교육과정 실행을 위한 교수･학습형태 ·················· 348
7. 통합교육 교육과정 편성과 운영을 위한 과제 ····················· 357

제11장 개별화 교육계획의 구안과 실행 365
1. 개별화 교육계획의 정의 및 기능 ·········································· 368
가. 개별화 교육계획의 정의 ·················································· 368
나. 개별화 교육계획의 목적과 기능 ····································· 369
다. 개별화 교육계획의 관련 법규 ········································· 373
2. 개별화 교육계획의 구안 ························································· 375
가. 개별화 교육계획의 구성 요소 ········································· 375
나. 개별화 교육계획의 작성 시기 ········································· 377
다. 개별화교육지원팀의 구성 ················································ 378
라. 개별화 교육계획의 작성 ·················································· 382
3. 개별화 교육계획의 실행 및 평가 ·········································· 398
가. 개별화 교육의 실행 ························································· 398
나. 개별화 교육의 평가 ························································· 401

제12장 중도･중복장애학생의 교육과정 편성과 운영 407
1. 중도･중복장애학생의 특성과 교육과정 ································· 410
가. 중도･중복장애의 개념과 특성 ········································· 410
나. 중도･중복장애학생의 교육과정 ······································· 411
2. 중도･중복장애학생 교육과정 편성･운영의 기본원칙 ·········· 414
가. 연령에 적합한 실용적 기능 강조 ··································· 414
나. 통합된 교육환경 고려 ·································································· 414
다. 자료에 근거한 교육과정 구성 ····················································· 415
3. 중도･중복장애학생 교육과정 편성･운영의 실제 ······························ 416
가. 교육과정 유형의 결정 ·································································· 416
나. 기능적 교육과정의 개발 ······························································ 417

제13장 장애학생의 전환교육 435
1. 전환교육 모형 ····················································································· 437
2. 전환교육 평가 ····················································································· 441
가. 평가의 의미 ·················································································· 441
나. 전환평가 단계 ··············································································· 441
3. 전환 계획 ····························································································· 444
가. 전환 일정 계획 ············································································· 446
나. 전환계획의 과정 ··········································································· 449
다. 개별화 전환교육계획 작성 ·························································· 449
4. 전환교육과 고용 ·················································································· 454
가. 비고용 ···························································································· 455
나. 무보수 ···························································································· 456
다. 보호작업장 ···················································································· 456
라. 지원고용 ························································································ 457
마. 경쟁고용 ························································································ 468
바. 기관간 협력 ·················································································· 469

제14장 연구자로서의 교사와 현장교육연구 473
1. 현장교육연구의 의의와 특징 ····························································· 476
가. 현장교육연구의 의의 ···································································· 476
나. 현장교육연구의 특징 ···································································· 476
2. 현장교육연구의 현황과 문제점 ·························································· 478
3. 현장교육연구의 실제 ·········································································· 481
4. 현장교육연구를 위해 고려할 사항들 ················································ 494

찾아보기 501

저자소개

❙이 유 훈
전 국립서울맹･농학교 교장 및 전 전주대학교 교수
안동교육대학 졸업
대구대학교 교육대학원 졸업(특수교육전공, 교육학석사)
대구대학교 대학원(정신지체아교육전공, 문학박사)
교육부 특수교육정책과장, 국립특수교육원 연수과장 및 기획연구과장
논문: 학습자 중심의 학교 교육과정 구성모형 외 다수
저서: 특수교육과정 운영론, 특수교육 경영론, 장애학생 통합교육론(공저), 특수교육 교과교육론(공저), 학교중심 교육과정의 이론과 실제(공저) 외 다수

❙김 형 일
나사렛대학교 중등특수교육과 교수
대구대학교 특수교육과 졸업
단국대학교 대학원(정신지체아교육전공, 교육학 석사 및 박사)
서울정진학교, 서울정문학교 교사
교육부 국립특수교육원 교육연구사
논문: 사회적 상황에 다른 정신지체학생의 사회적 정보처리 능력 연구 외 다수
저서: 개별화 교육계획 이론과 실제, 장애학생 전환 과정 지원 방안 연구 외 다수

❙정 동 영
한국교원대학교 교육학과 교수
부산교육대학 졸업
대구대학교 대학원 졸업(정신지체아교육전공, 문학박사)
논문: 특수교육의 재개념화와 그 특수성 해명, 최소제한적 환경의 개념 진전과 그 함의 재고, 통합학급의 장애학생을 위한 차별화 교수전략 탐색 등
저서: 특수교육의 이해(공저), 특수교육 과학교육론(공저), 특수학급 경영론(공저), 예비교사를 위한 특수교육학(공저) 등
역서: 정신지체아동의 학습과 인지(공역), 정신지체: 지역사회 통합을 위한 접근(공역)

❙정 희 섭
원광대학교 중등특수교육과 교수
대구대학교 특수교육과 졸업
한국교원대학교 대학원(교육과정전공, 교육학석사)
대구대학교 대학원(정신지체아교육전공, 문학박사)
교육부, 국립특수교육원 교육연구사
논문: 통합교육 장면에서의 교육과정 실행 방략 외 다수
저서: 특수교육학개론(공저), 특수교육 교육과정론(공저) 외 다수

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