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¢Ã ÅëÇÕ±³À°ÀÇ Á¤ÀÇ

1) Stainback & Stainback(1990)ÀÇ Á¤ÀÇ ´©±¸³ª°¡ ¼Ò¼ÓµÇ°í, ¼ö¿ëµÇ°í, Áö¿øÀº ÇлýµéÀÇ ±³À° Àû ¿å±¸°¡ ÃæÁ·µÇµµ·Ï Çб³ °øµ¿Ã¼ÀÇ ¶Ç·¡µé°ú ´Ù¸¥ ±¸¼º¿ø¿¡ ÀÇÇØ Á¦°øµÇ´Â °Í.

 

2) Forest & Pearpoint(1992)ÀÇ Á¤ÀÇ ¼­·Î ÇÔ²² ÀÖ´Â °Í, ¿ì¸®°¡ ´Ù¾ç¼º°ú Â÷À̸¦ ´ëÇÏ´Â ¹æ¹ý

 

3) Uditsky(1993)ÀÇ Á¤ÀÇ Àå¾Ö¸¦ °¡Áø ÇлýµéÀÌ ¸ðµç ¸é¿¡¼­ Çб³ °øµ¿Ã¼ ¾È¿¡¼­ °¡Ä¡ ÀÖ°í ÇÊ¿äÇÑ ±¸¼º¿øÀ̶ó´Â °üÁ¡À» È®½ÇÈ÷ ÇÏ´Â ¿øÄ¢µéÀÇ ÁýÇÕ.

 

4) Salend(1994)ÀÇ Á¤ÀÇ ÅëÇÕ±³À°Àº ¸ðµç ÇнÀÀÚ¸¦ ±×µéÀÇ Áö¿ª»çȸ¿¡ ÀÖ´Â ¾çÁúÀÇ ¿¬·É¿¡ ÀûÇÕÇÑ ÀÏ¹Ý ÇÐ±Þ ±³½Ç¿¡¼­ ÇÔ²² ±³À°ÇÔÀ¸·Î½á ¸ðµç ÇнÀÀÚ¸¦ ȯ¿µÇÏ°í, ÀÎÁ¤ÇÏ°í ±àÁ¤ÇÔ.

 

5) Clark et al(199)ÀÇ Á¤ÀÇ ÅëÇÕÀº ÀϹÝ(Ordinary)Çб³ÀÇ ¹üÀ§¸¦ È®Àå½ÃÅ°´Â º¯È­·Î ÀÌÇØµÉ ¼ö ÀÖ°í, ±×·¡¼­ ´õ¿í ´Ù¾çÇÑ ÇлýµéÀ» ÅëÇÕÇÒ ¼ö ÀÖ°Ô µÇ´Â °Í.

 

6) Ballard(1995)ÀÇ Á¤ÀÇ ÅëÇÕÇб³´Â ÀϹÝÇб³ÀÇ Çб޿¡¼­ ÇлýµéÀ» ¹èÁ¦ÇÏ´Â °Í°ú´Â ´Ù¸¥ Á¶Á÷ÀûÀÎ ÇüÅ·ΠÇлýµé¿¡°Ô ±³À°°úÁ¤À» Àü´ÞÇÏ´Â °Í.

 

7) Hall(1996)ÀÇ Á¤ÀÇ °ÅÁÖÁö ¾È¿¡ ÀÖ´Â Çб³¿¡¼­ ³ªÀÌ¿¡ ÀûÀýÇÑ ÇбÞÀÇ ¿ÏÀüÇÑ ±¸¼º¿øÀÌ µÇ¾î ´Ù¸¥ Çлýµé°ú °°Àº ¼ö¾÷À» ¹Þ°í, ±× Çб޿¡ ´ç½ÅÀÌ ¾ø´Ù¸é ¹®Á¦°¡ µÇ°í, Çб³ ¹Û¿¡¼­ ÇÔ²²ÇÒ Ä£±¸°¡ ÀÖ´Â °Í.

 

8) Rouse & Florian(1996)ÀÇ Á¤ÀÇ ÅëÇÕÇб³´Â ¸ðµç ÇлýÀ» À§ÇÑ ÇнÀÀ» °­Á¶ÇÏ´Â ÇϳªÀÇ °øÅëÀûÀÎ ÀÓ¹«¸¦ °¡Áø ´Ù¾çÇÑ ¹®Á¦ÇØ°á Á¶Á÷ü.

 

9) Sebba(1996)ÀÇ Á¤ÀÇ ÅëÇÕÀº ÇÑ Çб³ ±³À°°úÁ¤À» Á¶Á÷ÇÏ°í Á¦°øÇÏ´Â °ÍÀ» Àç°íÇÔÀ¸·Î½á °³º°ÇлýÀ¸·Î¼­ÀÇ ¸ðµç Çлýµé¿¡°Ô ¹ÝÀÀÇÏ·Á´Â °úÁ¤À» ¹¦»çÇÔ.

 

10) Potts(1997)ÀÇ Á¤ÀÇ ÅëÇÕµÈ »çȸÀû ȯ°æ¿¡ÀÇ Âü¿©¸¦ Áõ°¡½ÃÅ°°í ¹èÁ¦¸¦ °¨¼Ò½ÃÅ°´Â °Í.

 

11) Rueda, Gallege, & Moll(2000)ÀÇ Á¤ÀÇ ÀϹݱ³À°ÀÇ À籸Á¶È­¸¦ ÃËÁøÇÏ¿© ¸ðµç ÇлýÀÌ ±×µéÀÇ Çб³±³À° ÃʱâºÎÅÍ ±× ȯ°æ¿¡¼­ ±³À°µÇ´Â °Í.

 

12) Halvorsen & Neary(2001)ÀÇ Á¤ÀÇ ÅëÇÕ±³À°Àº Àå¾ÖÇлýÀÌ ±×µé Áö¿ª ÀϹÝÇб³ÀÇ »ýÈ°¿¬·É¿¡ ÀûÇÕÇÑ ÀϹÝÇб޿¡¼­ Áö¿ø ¹Þ´Â °ÍÀ¸·Î Çٽɱ³À°°úÁ¤°ú ÀϹÝÇбÞÈ°µ¿ÀÇ ¸Æ¶ô¾È¿¡¼­ °³º°È­ ±³À°ÇÁ·Î±×·¥ÀÌ ±â¼úÇÑ Æ¯º°ÇÑ ±³¼ö¸¦ ¹Þ´Â °Í

 

13) Friend & Bursuk(2002)ÀÇ Á¤ÀÇ ÅëÇÕ±³À°Àº Àå¾ÖÇлýÀÌ ÀϹÝÇÐ±Þ ¹× Çб³¿¡¼­ ¿ÏÀüÈ÷ ÅëÇյǾî¾ß ÇÏ°í ±×µéÀÇ ±³¼ö´Â Àå¾Ö°¡ ¾Æ´Ï¶ó ´É·Â¿¡ ±âÃÊÇÑ´Ù´Â ½Å³ä°ú öÇÐÀ» ÀǹÌÇÔ.

 

14) Odom & Speltz(1983)¿¡ ÀÇÇÏ¸é ¿ªÅëÇÕÀº "ÅëÇÕµÈ Æ¯¼ö±³À°(integrated special education)."À̶ó°í ÇÔ ÇÑÆí, ¹Ú½ÂÈñ(1994)´Â ¿ªÅëÇÕ ÇÁ·Î±×·¥À̶õ Àå¾Ö¾Æµ¿ ±³½Ç¿¡ ¶Ç·¡ÀÇ ÀÏ¹Ý ¾Æµ¿À» ÇÔ²² Âü¿©½ÃÄÑ Àå¾Ö¾Æµ¿Àº ¹°·Ð ÀϹݾƵ¿¿¡°Ôµµ µµ¿òÀÌ µÇ´Â ±³À° ÇÁ·Î±×·¥ÀÌ´Ù°í ¼³¸íÇÏ°í, Àå¾Ö¾Æµ¿Àº ¾ÈÁ¤µÈ ºÐÀ§±â¿¡¼­ ÀϹݾƵ¿°úÀÇ ÅëÇÕÀ» °æÇèÇÒ ¼ö ÀÖ¾î »óÈ£ÀÛ¿ëÀÇ ±âȸ¸¦ ´õ ¸¹ÀÌ Á¦°ø¹ÞÀ» ¼ö ÀÖ´Ù´Â °ÍÀÌ´Ù.

 

Àοë

 

  ¹Ú½ÂÈñ(1994). ÅëÇÕ±³À°ÀÇ ¿©°Ç Á¶¼º. Çѱ¹Æ¯¼ö±³À°ÇÐȸ Æí, Çѱ¹Æ¯¼ö±³À°ÀÇ ¹ßÀü °úÁ¦. ¼­¿ï: ÇÐÁö»ç. ¹Ú½ÂÈñ(2003). Çѱ¹Àå¾ÖÇлýÀÇ ÅëÇÕ±³À°, ±³À°°úÇлç, pp. 25-26.ÀçÀοë

ÀÌ´ë½Ä, ±è¼ö¿¬, ÀÌÀºÁÖ, Çã½ÂÁØ(2006). ÅëÇÕ±³À°ÀÇ ÀÌÇØ¿Í ½ÇÁ¦, ÇÐÁö»ç, p.28. ÀçÀοë Odom & Speltz(1983). Program variations in preschools for handicapped and nonhandicapped children: Mainstreamed vs. intergrated special education. Analysis and Intervention in Developmental Disabilities, 3(1), 89-103.

 

 

 

 

Ư¼ö±³À° ÁÖ¿ä°ú¸ñ ¿µ¹®¸íĪ Ư¼ö±³À°·Ð- Advanced Studies in Special Education

Ư¼ö±³À°±³À翬±¸¹×Áöµµ¹ý- Material Development and Teaching in Special Education

Ư¼ö±³À°¿¬±¸¹æ¹ý·Ð- Methodology in Special Education Ư¼ö±³À°±³À°°úÁ¤°ú±³¼ö¹ý- Special Education Curriculum and Teaching Methods

Ư¼ö¾Æµ¿Àǽɸ®¿ÍÁöµµ- Psychology & Teaching of the Exceptional Children Ư¼ö±³À°°ú»ó´ã- Special Education & Counseling

Ư¼ö±³À°ÇàÁ¤·Ð- Special Education Administration

Ư¼ö¾ÆÁø´Ù°úÆò°ú- Assessment & Evaluation for the Exceptional Children

ÀÀ¿ëÇൿ¹®¼®-Appled Behavior Analysis

Ư¼ö±³À°°øÇÐ- Special Education Technology

ÅëÇÕ±³À°- inclusive Education ½Ã°¢Àå¾Ö¾Æ±³À°·Ð- Education for People with Visual Impairments

û°¢Àå¾Ö¾Æ±³À°·Ð- Education for People with Hearing Impairments

Á¤½ÅÁöü¾Æ±³À°·Ð- Education for People with Mental Retardation

Á¤¼­Àå¾Ö¾Æ±³À°·Ð- Education for People with Emotional Disturbance

ÇнÀÀå¾Ö¾Æ±³À°·Ð- Education for People with Learning Disabilities

ÁöüÀå¾Ö¾Æ±³À°·Ð- Education of Children with Physical Disabilities

ÀÇ»ç¼ÒÅëÀå¾Ö¾Æ±³À°·Ð- Education of Children with Communicative Disorder

À¯ÀÌƯ¼ö±³À°·Ð- Advanced Studies in Early Childhood Special Education


 
 

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103 ¼±ÅÃÀû ÇÔ±¸Áõ(Selective Mutism) Á¶È«Áß 08-01 16362 685
102 À¯ºÐÁõ(Encopresis) Á¶È«Áß 08-01 15704 761
101 PL-94-142 Á¶È«Áß 01-20 16286 789
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