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±³½Ç Á᫐ ¾ð¾îÁßÀç¿¡ »ç¿ëµÇ´Â Çù·ÂÀû ±³¼ö ÇüÅÂ
1) 1ÀÎ ±³»ç ¹× 1ÀÎ °üÂûÀÚ(One teach, one observer)
»ó´ëÆíÀÌ ¼ö¾÷À» ÁÖµµÇÏ´Â µ¿¾È ¾ð¾îÄ¡·á»ç¿Í ÀϹݱ³»ç°¡ ¹ø°¥¾Æ Âü°üÇÔ
2) 1ÀÎ ±³»ç ¹× 1ÀÎ º¸Á¶ÀÚ(One teach, one drift)
ÇÑ ±³»ç°¡ ¼ö¾÷À» ÁÖµµÇÏ°í ÀÖÀ» ¶§¿¡ ´Ù¸¥ ±³»ç´Â ¾Æµ¿ÀÇ ¼ö¾÷À» µµ¿Í Áְųª ÇൿÀ»
°üÂûÇϰųª °úÁ¦¸¦ ¼öÁ¤ÇØ ÁÜ
3) ½ºÅ×ÀÌ¼Ç ±³¼ö(Station teaching)
¾ð¾îÄ¡·á»ç¿Í ÀϹݱ³»ç°¡ ±³¼ö ³»¿ëÀ» µÎ ºÎºÐÀ¸·Î ³ª´©¾î¼ ±×·ìÀÌ µ¹¾Æ°¡¸é¼ ±³»ç¿¡°Ô
°¡¼ ¼ö¾÷À» ¹ÞÀ½
4) ÆòÇà±³¼ö (Parallel teaching)
¾Æµ¿À» µÎ ±×·ìÀ¸·Î ³ª´©¾î¼ °°Àº ³»¿ëÀ» °¡Áö°í µû·Î µû·Î Áöµµ ÇÔ
5) ±³Á¤Àû ±³¼ö(Remedial teaching)
ÇÑ ±³»ç´Â °úÁ¦¸¦ ¿Ï¼ºÇÑ ¾Æµ¿À» ÁöµµÇÏ°í, ÇÑ ±³»ç´Â ¾ÆÁ÷ ¿Ï¼ºÇÏÁö ¸øÇÑ ¾Æµ¿À» Áöµµ ÇÔ
6) ºÎ°¡Àû ±³¼ö(Supplemental teaching)
µÎ ±³»ç°¡ Ç¥ÁØ Çü½ÄÀ» °¡Áö°í ÁöµµÇÏÁö¸¸ ½ÀµæµÇÁö ¾Ê´Â ¾Æµ¿À» À§Çؼ ¼ö¾÷¹æ½ÄÀ» ¼öÁ¤ÇÔ
7) ÆÀ±³¼ö(Team teaching)
µÎ ±³»ç°¡ µ¿½Ã¿¡ ¼ö¾÷À» ÁøÇàÇϴµ¥ °¢ ¿ªÇÒÀ» ³ª´©¾î¼ ÇÑ ±³»ç°¡ ¼ö¾÷À» ÁøÇàÇÏ¸é ´Ù¸¥
±³»ç´Â ÀûÀýÇÒ ¶§¿¡ ¼ö¾÷À» ÁøÇàÇÔ
Ãâó
- Beck, A. R., & Dennis, M.(1997). Speech-language pathologists` and teachers`perception
of classrom-based intervention. Language, speech, and Hearing Services. in Schools, 28,
p.146-153.
- Elksnin, L. K., & Capilouto., G. J. (1994). Speech- language pathologists` perceptions of
integrated services delivery in school settings. Language, speech, and Hearing Services.
in Schools, 25, pp.146-153, pp.253-267.
- ¹Ú½ÂÈñ(2003). Çѱ¹Àå¾ÖÇлý ÅëÇÕ±³À°, ±³À°°úÇлç. p.438.
Çù·ÂÀÇ Á¤µµ
1) º´ÇàÀûÀ¸·Î È°µ¿ÇÔ (Co-activity) - Çù·ÂÀÇ °¡Àå ³·Àº ´Ü°è, ±³»ç, ¾ð¾îÄ¡·á»ç°¡ Á¤º¸ ±³È¯ ¾øÀÌ
º´ÇàÀûÀ» Áöµµ ÇÔ
2) Çùµ¿(Cooperation) - °³º° ÇлýÀÇ ¸ñÇ¥ º¸´Ù´Â ÀϹÝÀûÀÎ ¸ñÇ¥À» °¡Áö°í ÇÔ²² Áöµµ ÇÔ
3) ÇùÀÀ(Coordination) - ¾Æµ¿¿¡ °üÇÑ ±³¼ö Àü·«°ú ÀÇ°ßÀ» ³ª´«´Ù. ±×·¯³ª Àü¹®¼º ¾çµµ(release)´Â
¾øÀ½
4) Çù·Â(Collaboration) -°¡Àå ³ôÀº ´Ü°è, ¼·Î ½Å·Ú ¹× Á¸°æÀ» °¡Áö°í °¢ ¾Æµ¿¿¡ ´ëÇÑ Ã¥ÀÓ°¨À»
°øÀ¯ÇÏ¸é¼ ÁöµµÇÔ
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