Á¶È«Áß´åÄÄ

HOME Contact... Á¶È«Áß ¼Ò°³ £ü Ư¼ö±³À°ÀÇ ¼Ò°³ £ü Àå¾Ö³í¹® ¼Ò°³ £ü ¿ë¾î¼³¸í£ü °Ô½ÃÆÇ

½Ã°¢Àå¾Ö
û°¢Àå¾Ö
ÁöÀûÀå¾Ö
ÁöüÀå¾Ö
Á¤¼­Àå¾Ö
¾ð¾îÀå¾Ö
ÇнÀÀå¾Ö
img3.gif
 
ÀÛ¼ºÀÏ : 08-01-16 01:45
ÅëÇÕ±³À° °ü·Ã ÇÐÀ§³í¹®
 ±Û¾´ÀÌ : Á¶È«Áß (220.¢½.141.136)
Á¶È¸ : 20,954   Ãßõ : 1,330  
¢Ã ÅëÇÕ±³À° °ü·Ã ÇÐÀ§³í¹® ¸ñ·Ï


±ÇÁø°æ(2006). ÀïÁ¡ Á᫐ ÅëÇÕ±³À° ÇÁ·Î±×·¥ÀÌ ¾Æµ¿ÀÇ ºñÆÇÀû »ç°í¿¡ ¹ÌÄ¡´Â ¿µÇâ. °æÀα³À°´ëÇб³ ±³À°  ´ëÇпø ¼®»çÇÐÀ§³í¹®.
°­°æ¼÷(2006). Àå¾ÖÇлýÀÇ ÀϹÝÃʵîÇб³ ÅëÇÕÀ» À§ÇÑ °ü·Ãº¯ÀÎ °£ °ü°è ¸ðÇü°³¹ß ¹× °ËÁõ : ±³À°°úÁ¤ ¿î¿µÀ» Áß½ÉÀ¸·Î. Development and validation of a model for implementing inclusion of students with disabilities in elementary schools : focused on curriculum implementation. ÀÌÈ­¿©ÀÚ´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
°­¸íÈñ(2002). ÅëÇÕ±³À°¿¡ ´ëÇÑ ÁßÇб³ ÅëÇÕÇÐ±Þ ±³»çÀÇ ÀνÄ. óãê«ÓÞùÊÎè ¼®»çÇÐÀ§³í¹®.
°­Áø¾Æ(2004). ´ëÇÐÀÇ À¯¾ÆƯ¼ö±³»ç ¾ç¼ºÇÁ·Î±×·¥ÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ Áغñµµ : Á÷Àü À¯¾ÆƯ¼ö±³»ç ´ë»óÀ¸·Î. (The) early childhood special education programs provided by the college prepared for integrated education. ¿ì¼®´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
°­ÇöÈñ(2006). ÀÏ¹Ý À¯¾Æ±³À°±â°ü ÅëÇÕ¿¡ ÇÊ¿äÇÑ Àå¾ÖÀ¯¾ÆÀÇ ÀûÀÀ±â¼ú¿¡ ´ëÇÑ À¯Ä¡¿ø ±³»çÀÇ ÀÎ½Ä : ¼­¿ï½Ã »ç¸³À¯Ä¡¿ø ±³»ç¸¦ Áß½ÉÀ¸·Î. ´Ü±¹´ëÇб³.
°íÁö¹Î(2001). ÅëÇÕ±³À°¿¡ ´ëÇÑ ±³»çÀÇ Åµµ¿¡ µû¸¥ ÅëÇÕÇб޳» »óÈ£ÀÛ¿ë Ư¡ ¿¬±¸. (A) Study on social interaction in inclusive preschool classrooms by teacher's attitude toward the inclusive education. ºÎ»ê´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
°ûÇà¼÷(2002). Àå¾ÖÀΰú ºñÀå¾ÖÀÎÀÇ ÅëÇÕ±³À° ÇÁ·Î±×·¥¿¡ °üÇÑ ¿¬±¸ : Ư¼öÇб³ À緮Ȱµ¿ ½Ã°£À» Áß½ÉÀ¸·Î. Á¶¼±´ëÇб³ Á¤Ã¥´ëÇпø ¼®»çÇÐÀ§³í¹®.
±¸³²Èñ(2001). ÅëÇÕ±³À° ȯ°æ¿¡¼­ÀÇ KWL±â¹ý ÈÆ·ÃÀÌ ÃʵîÇб³ Àбâ ÇнÀÀå¾Ö¾ÆÀÇ µ¶Çط¿¡ ¹ÌÄ¡´Â È¿°ú. â¿ø´ë ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±Ç¼øȲ(1998). ÅëÇÕ±³À°ÀÌ Ã»°¢Àå¾Ö ¾Æµ¿ÀÇ »çȸ¼º¼÷µµ¿¡ ¹ÌÄ¡´Â È¿°ú. ÓÞÏÈÓÞ ÎçëÀÓÞùÊê ¼®»çÇÐÀ§³í¹®.
±è°æ¿­(2005). ¿µ¹Ì Ư¼ö±³À° °ü·Ã¹ý±Ô ºÐ¼®À» ÅëÇÑ ¿ì¸®³ª¶ó ÅëÇÕ±³À°ÀÇ °íÂû. Korea Inclusion Education's Study from Comparison on Relative Special Education Law on America and England.´ë±¸´ëÇб³.
±è°æ¿Á(2003). À¯¾Æ±³À°±â°üÀÇ ÅëÇÕ±³À° ½ÇÅ ¹× ÀÎ½Ä ¿¬±¸. (A) study on the actual condition and the principals' perception of integrated education in kindergarten and daycare center. ´ö¼º¿©ÀÚ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è°æÀº(2004). ÁöüºÎÀÚÀ¯¾Æ ÅëÇÕ±³À°ÀÌ ÀÌ·ç¾îÁö°í ÀÖ´Â ±¹¡¤°ø¸³ ¾î¸°ÀÌÁýÀÇ ½Ã¼³ÇöȲ ¹× ¹°¸®Àû °³¼± ¹æ¾È. °æÈñ´ë ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è°æÀº(2005). °í±¸·Á °íºÐº®È­¸¦ È°¿ëÇÑ ÅëÇÕÀû ¹Ì¼ú±³À°¹æ¾È ¿¬±¸ : Á¦7Â÷ ±³À°°úÁ¤ ÁßÇб³ ¿µ¿ª. (The) art education research making practical application of the murals of old mounds in Goguryeo age : on basis of the 7th curriculum. ±¹¹Î´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è°æÈñ(2006). ÅëÇÕ±³À°À» À§ÇÑ À¯´Ï¹ö¼³ µðÀÚÀο¡ °üÇÑ ±³»çÀÇ ÀÎ½Ä : ºÎ»êÁö¿ª ÃʵîÇб³ ÆíÀǽü³À» Áß½ÉÀ¸·Î. Teachers recognition of universal design for the inclusive education. ºÎ»ê´ëÇб³ ¼®»çÇÐÀ§³í¹®.
±è°ø½Ç(2003). ÃʵîÇб³¿¡¼­ ICTÅëÇÕ ±³À°°úÁ¤ ¼³°è ¹× ±¸Çö : ÃʵîÇб³ 5ÇгâÀ» Áß½ÉÀ¸·Î. (The) Design and Implementation of ICT-Based Integrated Curriculum in the Elementary School : Centered on The Fifth Grade. Á¦ÁÖ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è°üÈ£(2002). Àå¾ÖÀÎ ÅëÇÕ±³À° ¹ßÀü¿¡ °üÇÑ ½ÇÁõÀû ¿¬±¸ : ÃʤýÁߤý°íµîÇлýÀ» Áß½ÉÀ¸·Î. An Empricial study on the integrative educaion for the handicapped. °æÈñ´ëÇб³ ÇàÁ¤´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è±Í·Ã(2004). ÅëÇÕ±³À° ½ÇÇàÀ» À§ÇÑ ÅëÇÕÇÐ±Þ ±³»çÀÇ Çо÷.»ýÈ°.ÇàÁ¤.ÀçÁ¤ ¿µ¿ªÀÇ Áö¿ø ¿ä±¸ ºÐ¼®. (The) analyzing the demand of the unified class teachers on supporting their scholastic, living, administrational and financial sections for implementing the unified education. ¿µ³²´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è±ÔÅÂ(2001). ¹Î¼Ó³îÀ̸¦ ÅëÇÑ ÅëÇÕ±³À°ÀÌ Á¤½ÅÁöü¾ÆÀÇ »çȸ Á¤¼­Àû Çൿ ¹ß´Þ¿¡ ¹ÌÄ¡´Â ¿µÇâ. Çѱ¹±³¿ø´ë ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è±Ù¾Æ(2002). ÅëÇÕ±³À° °æÇèÀÌ ÀÖ´Â Àå¾Ö¾Æµ¿ ºÎ¸ðÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ ÀνÄ. Parents' perceptions on inclusive education for children with disabilities who had been included into general education classes. ¿ì¼®´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è±â»ý(2004). û°¢Àå¾ÖÇб³ ±³»çÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ Åµµ ¹× ¿ä±¸µµ¿¡ °üÇÑ ¿¬±¸. ´ë±¸´ë Ư¼ö±³À°´ëÇпø. ¼®»çÇÐÀ§³í¹®.
±è±â¼±(1995). ³²ºÏÇÑ ±¹¹Î(ÀιÎ)Çб³ üÀ°±³À°ÀÇ ºñ±³ºÐ¼® ¹× ÅëÀÏÀ» ´ëºñÇÑ Ã¼À°±³À°ÀÇ ÅëÇÕ¹æ¾È. (A) COMPARATIVE ANALYSIS OF THE PRIMARY SCHOOL PHYSICAL EDUCATIONS OF SOUTH AND NORTH KOREA AND AN INTEGRATED PLAN OF THE PHYSICAL EDUCATION FOR THE UNIFICATION OF KOREA. ¼þ½Ç´ëÇб³ ÅëÀÏÁ¤Ã¥´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è³²¼ø(2001). Çѱ¹ Ư¼ö±³À° ¹ßÀüÀ» À§ÇÑ ÅëÇÕ±³À° ¿î¿ë¹æ¾È ¿¬±¸. ´ë±¸´ëÇб³ ¹Ú»çÇÐÀ§³í¹®.
±è¸¸Á¾(2003). °ø¾÷°íµîÇб³ 7Â÷ ±³À°°úÁ¤ Æí¼º ¿î¿µ¿¡ °üÇÑ ¿¬±¸ : Åä¸ñ±³°ú À̷Ц¢½Ç½À ÅëÇÕ±³°ú¸ñÀ» Áß½ÉÀ¸·Î. Ë°ê«ÓÞùÊÎè ¼®»çÇÐÀ§³í¹®.
±è¸í½Å(2006). âÀÇÀû ¹Ì¼ú±³À°°ú ¿µ¾î ±³°ú¿ÍÀÇ ÅëÇÕ±³À° ¹æ¾ÈÀÇ ¿¬±¸ : ¿µ¾îÀü¹®À¯Ä¡¿ø ¹Ì¼ú±³À°À» Áß½ÉÀ¸·Î. ¼÷¸í¿©ÀÚ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è¹Ì°æ(2004). ÅëÇÕ±³À°°úÁ¤ÀÌ ÃʵîƯ¼ö±³À° ´ë»óÇлýÀÇ Àå¾Ö ¼ö¿ë ŵµ¿¡ ¹ÌÄ¡´Â È¿°ú. Effects of Integrated Education on the Disability Acceptance of Students under Elementary Special Education. ´ë±¸´ëÇб³ Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è¹Ì¼ö(2007). À¯¾Æ±³À°°ú Çлý°ú À¯¾ÆƯ¼ö±³À°°ú ÇлýÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ Åµµ ºñ±³¿¬±¸. Comparative Study on an Attitude toward inclusive Education between Early Childhood Education Students and Early Childhood Special Education Students. °øÁÖ´ëÇб³ ¼®»çÇÐÀ§³í¹®.
±è¹Ì¼÷(2001). ÃʵîÇб³ ÅëÇÕ±³À°¿¡ µû¸¥ ÀϹÝÇÐ±Þ ¾Æµ¿ÀÇ Æ¯¼öÇÐ±Þ ¾Æµ¿¿¡ ´ëÇÑ ¼ö¿ëŵµ. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è¹ÌÁ¤(1999). Àå¾ÖÀ¯¾Æ ÅëÇÕ±â°üÀÇ ºÎ¸ð±³À° ÇÁ·Î±×·¥ ¸ðÇü °³¹ß. (The) development of a parent education program model for both nonhandicapped and handicapped children's parents in integrated preschools. ºÎ»ê´ëÇб³ ´ëÇпø.
±è¹Î¼÷(2000). ÃʵîºÎ ¾î¸°À̸¦ À§ÇÑ ±âµ¶±³ ±³À°°úÁ¤¿¬±¸ : Àå·Î±³ ÅëÇÕÃø 4Çг⠰ø°ú¿Í ÃʵîÇб³ 4Çг⠱³°ú¼­ÀÇ ºñ±³ºÐ¼®À» Áß½ÉÀ¸·Î. (A) Study on the Christian Curriculum for Elementary Part Children of Sunday School : In terms of a comparative analysis between a four academical year text of Presbyterian Tonghap and a four academical year text of public education. ¿¬¼¼´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èº¸¿µ(2003). ºÎºÐÅëÇÕ±³À°À» ¹Þ´Â Á¤½ÅÁöü¾Æµ¿¿¡ ´ëÇÑ ÀϹݾƵ¿ÀÇ ÀÎ½Ä ¹× ŵµ Ư¼º. ´ë±¸´ë ´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è¼±Á¤(1995). ÏÐÚÅùÊÎè î¸ùÊÒ´ ÷Öùê ÎçëÀΤïïÀÇ ê¡ç½ : ð¯6ó­ ÎçëÀΤïïÀ» ñéãýÀ¸·Î. Ãæ³²´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è¼±Èñ(2006).À¯¾Æ±³À°±â°üÀÇ Àå¾Ö¾Æ ÅëÇÕ±³À°¿¡ ´ëÇÑ ±³»ç¿Í ÇкθðÀÇ ÀνÄ. Perception of teachers and parents on integrated education of disabled children in early childhood education institution. Ž¶ó´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è¼º¼ö(2007). ÅëÇÕ±³À°À¸·Î¼­ÀÇ ¿µ¾î±³À°. ¾ÆÁÖ´ëÇб³ ¼®»çÇÐÀ§³í¹®.
±è¼ºÀç(2007). ¹ß´ÞÀû °ÔÀÓ°ú ±³À°Ã¼Á¶¸¦ ÅëÇÕÇÑ À¯¾Æµ¿ÀÛ±³À°È°µ¿ÀÇ Àû¿ëÈ¿°ú. The Effects of Movement Educational Activity Integrated with Developmental Games and Educational Gymnastics. Áß¾Ó´ëÇб³ ¼®»çÇÐÀ§³í¹®.
±è¼¼È­(2005). À½¾Ç¼º °³¹ßÀ» À§ÇÑ ÃÊ±Þ ÇÇ¾Æ³ë ±³À°ÀÇ ÀÛ°î ±³Àç ³»¿ë ¿¬±¸ : ±è¿µ¼÷ÀÇ ÅëÇÕ À̷аú À½¾Ç ±³À° À̷п¡ ±Ù°ÅÇÏ¿©, ¸¸ 9¼¼~¸¸11¼¼ ¾Æµ¿ Áß½ÉÀ¸·Î. Research on the contents of composition textbook for beginner piano education to develope musicality : Based on Kim Young-sook's integration theory and teories on music educaion, Focused on the children aged 9-11. °æ¿ø´ëÇб³ À½¾Ç´ëÇпø.
±è¼Ò¶ó(2006). ½´Å¸À̳ÊÀÇ ½À½Ä ¼öäȭ¸¦ È°¿ëÇÑ »öä ±³À° ÇÁ·Î±×·¥ °³¹ß : ÃʵîÇб³ 1.2Çгâ ÅëÇÕ ±³À°À» ´ë»óÀ¸·Î. (The) development of a color education program by applying steiner's wet : for the intergrated education of grade 1 and 2 elementary students. È«ÀÍ´ëÇб³ »ê¾÷´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è¼Ò¿µ(2002). ÅëÇÕ±³À° ½ÇÇàÀ» À§ÇÑ ±³»ç°£ Çù·Â°ü°è¿¡ ´ëÇÑ ÅëÇÕÇÐ±Þ ±³»ç¿Í Ư¼ö±³»çÀÇ ÀνÄÂ÷ÀÌ¿¡ °üÇÑ ¿¬±¸. For success of Integration Education, comparison of recognization the cooperation among in school special education teachers and integration classroom teachers. ÀÎõ±³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è¼Ò¿µ(2007). »çȸ°ú ÅëÇÕ¿¡ µû¸¥ Áö¸® ±³À°ÀÇ ¿¬°è¼º¿¡ ´ëÇÑ ½ÇÁõÀû °íÂû : Á¦ 7 Â÷ ±³À°°úÁ¤ÀÇ ¡¸»çȸ¡¹°ú¸ñ ±³°ú¼­ ºÐ¼®À» Áß½ÉÀ¸·Î. °æÈñ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è¼ö¹Ì(2004). ÅëÇÕÀÌ·ÐÀÌ ³²¡¤ºÏ°ü°è¿¡ ÁÖ´Â ±³ÈÆ : ÅëÀϱ³À°¿¡ÀÇ ÇÔÀÇ. Lessen given to relationship between South Korea and North Korea by unification education : Behind meaning of the unification education. °æ¼º´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è¼öÁ¤(2003). ÃʵîÇб³ ÅëÇÕ À½¾Ç ±³À°¿¡ °üÇÑ ¿¬±¸ : 5, 6Çг⠻çȸ°ú¿ÍÀÇ ÅëÇÕÀ» Áß½ÉÀ¸·Î. (A) Study of integrated music education in elementary school.¼­¿ï±³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è¼øÀÚ(2002). Àå¾ÖÀ¯¾ÆÀÇ ÅëÇÕ±³À°°ú ÅëÇÕÀÇ ¹æÇØ¿äÀο¡ ´ëÇÑ À¯Ä¡¿ø±³»ç¿Í Àå¾ÖÀ¯¾Æ ºÎ¸ðÀÇ ÀǽÄÁ¶»ç ¿¬±¸. ½Å¶ó´ëÇб³ »çȸÁ¤Ã¥´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è½Âȸ(2003). û°¢Àå¾Ö¾Æµ¿ÀÇ ÅëÇÕ±³À°°ú ¼öÇà´É·Â¿¡ ´ëÇÑ Æ¯¼öÇбޱ³»çÀÇ Åµµ ºÐ¼®. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è¾çÈñ(2002). ¿ªÇÒ³îÀÌ ¼ö¾÷ÀÌ ÅëÇÕ±³À°À» ¹Þ´Â û°¢Àå¾Ö¾Æµ¿ÀÇ »çȸ¼º ¹× ÇнÀŵµ¿¡ ¹ÌÄ¡´Â È¿°ú. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è¿¬Á¤(2001). ³²ºÏÇÑ Áßµî °úÇб³À° ºñ±³ ¹× ÅëÇÕ¹æ¾È : °úÇÐ ±³À°°úÁ¤ ¹× ±³°ú¼­ ºÐ¼®À» Áß½ÉÀ¸·Î.ÀÌÈ­¿©ÀÚ´ëÇб³ ¼®»çÇÐÀ§³í¹®.
±è¿¬Áø(2001). ÀϹÝÇбÞÁÖµµ °æµµÀå¾Ö¾Æ ÅëÇÕ±³À°¿¡ °üÇÑ ÀϹݱ³»ç¿Í Ư¼ö±³À°ÀÇ ÀνÄ. Regular Education Initiative Integration of Children with Mild Disabilities in the Elementary School : Perceptions and Opinions of General Teachers and Special Education Teachers. ÀÎõ±³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è¿µ¾÷(2002). ÅëÇÕ±³À°¿¡ ´ëÇÑ ÁßÇб³ Ư¼öÇÐ±Þ °ü·Ã ±³»çÀÇ ÀÇ½Ä ¿¬±¸. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±è¿µ¿Á(2001). ÁßÇб³ Ư¼öÇÐ±Þ ÇлýÀÇ ºÎºÐ ÅëÇÕ±³À° È¿À²È­¿¡ ´ëÇÑ ±³»çÀÇ ÀνÄ. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÀ¯¸®(2004). Á¦6Â÷¿Í Á¦7Â÷ ±³À°°úÁ¤ÀÇ ÅëÇÕ±³°ú ±³À°¸ñÇ¥ ¼³Á¤ ¿øõ ºñ±³. (A) Comparison of objective sources for integrated subjects in the 6th and 7th curriculum. Çѱ¹±³¿ø´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÀº°æ(2001). µ¿¿ä¸¦ ÅëÇÑ ÅëÇÕÀû ±³À°ÀÇ Á¢±Ù : ÃʵîÇб³ 1,2Çг⠼ұ׷ìÀ» Áß½ÉÀ¸·Î. °æÈñ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÀºÇý(2007). À¯¾Æ±³À°±â°üÀÇ À½¾Ç±³À°È°µ¿ ¿¬±¸ ¹× ½ÇÅÂÁ¶»ç : Àå¾Ö¾Æ ÅëÇÕ±³À°À» Áß½ÉÀ¸·Î. Research on the Actual Condition of Music Education at a Nursery School. Áß¾Ó´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÀοÁ(2006). ÁÖü¼º°ú °ü°è¼ºÀÇ ÅëÇÕÀû °üÁ¡¿¡¼­ º» û¼Ò³â±â ÀÚ¾Æ Á¤Ã¼¼º ±³À° : ¼±ÅÃÀ̷п¡ ±âÃÊÇÑ Ã¢ÀÇÀû À緮Ȱµ¿ ÇÁ·Î±×·¥À» Áß½ÉÀ¸·Î. Self-identity building education for adolescents analyzed from the comprehensive viewpoint of subjectivity and relatedness : a study of the choice theory-based creative elective program in Korean high schools. ÀÌÈ­¿©ÀÚ´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÀ翵(2004). ÀÇ»ç¼ÒÅë Çâ»óÀ» À§ÇÑ Çѱ¹¾î ±³À° ¹æ¾È : ¸Åü¸¦ È°¿ëÇÑ ¹®È­ ÅëÇÕ ±³À°. Educational plans of the Korean language for communication improvement : integrated cultural education based on instructioal media. µ¿±¹´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÁ¤½Ä(2006). ¿ì¸®³ª¶ó ÅëÇÕ±³À°Á¦µµ ¼º¼÷À» À§ÇÑ ¼º°æÀÇ Àå¾ÖÀΰü¿¡ ´ëÇÑ ±³À°Àû ÀÌÇØ : ½Å¾à¼º°æ 4º¹À½¼­¸¦ Áß½ÉÀ¸·Î. ´Ü±¹´ëÇб³ ¼®»çÇÐÀ§³í¹®.
±èÁ¤¿µ(2002). ÅëÇÕ±³À°°ú Àüȯ±³À°ÀÌ Ã»°¢Àå¾Ö û¼Ò³âÀÇ ½É¸®»çȸÀû ¼º¼÷¿¡ ¹ÌÄ¡´Â ¿µÇâ. °­¿ø´ë ´ëÇпø ¹Ú»çÇÐÀ§³í¹®.
±èÁ¤ÀÚ(2000). Àå¾Ö¾Æ ÅëÇÕ±³À°¿¡ ´ëÇÑ À¯¾Æ±³À°±â°ü ±³»çÀÇ Åµµ. ÓÞï£ÓÞùÊÎè Ìèç½ú¼ïÙÓÞùÊê ¼®»çÇÐÀ§³í¹®.
±èÁ¤Çö(2006). ¾²±â ±³À°ÀÇ È°¼ºÈ­ ¹æ¾È : Àбâ¿Í ¸ÅüÀÇ ÅëÇÕ Áöµµ¸¦ ¹ÙÅÁÀ¸·Î. The Plan for Activation of Writing Education : Based on Integrated Instruction of Reading and Media. µ¿±¹´ëÇб³ ¼®»çÇÐÀ§³í¹®.
±èÁ¤Èñ(2002). Àå¾ÖÇлý ÅëÇÕ±³À°¿¡ ´ëÇÑ ±³À°ÇàÁ¤°¡ÀÇ Áö°¢. °øÁÖ´ëÇб³ Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÁ¾¶ô(1994). Á¤½ÅÁöü Ư¼öÇб޾Ƶ¿ÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ ½ÇÅ Á¶»ç¿¬±¸, ´ë±¸´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÁ¾¸í(2006). Àå¾ÖÇлý ÅëÇÕ±³À°¿¡ ´ëÇÑ Çб³°ü¸®ÀÚÀÇ ÀÎ½Ä ¹× Áö¿ø ½ÇÅ ¿¬±¸. A Study on the Understanding and Support Status in School Administrators for Inclusive Education. °æÀα³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÁ¾Àº(2002). ÅëÇÕ±³À° »óȲ¿¡¼­ÀÇ ½Ã°¢¼Õ»óÇлý ±³°ú±³À°À» À§ÇÑ ¹æ¾È ¿¬±¸. Curricular adaptations for students with visual impairment in intergrated setting. °øÁÖ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÁÖÈ«(2004). Àå¾ÖÁßÇлýÀ» À§ÇÑ ÅëÇÕ±³À° ±³À°°úÁ¤ ¿î¿µ½ÇÅ ¹× ±³»çÀÎ½Ä : ºÎ»ê±¤¿ª½Ã ¹× °æ»ó³²µµ¸¦ Áß½ÉÀ¸·Î. Analysis of curriculum management and teacher's perceptions in the secondary schools with special classroom : applied to the special and inclusive teachers in Busan and Gyeongsangnamdo. ºÎ»ê´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÁö¿µ(2007). Çö´ë ¹Ì¼úÀ» Àû¿ëÇÑ Ç¥Çö Áß½ÉÀÇ ÅëÇÕÀû ¹Ì¼ú±³À°¿¡ °üÇÑ ¿¬±¸ : Áßµî ¹Ì¼ú ¼ö¾÷À» Áß½ÉÀ¸·Î. Study on expression-based inclusive art education with the application of contemporary art - centering on art class of secondary school. ¼÷¸í¿©ÀÚ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÁöÀº(2005). ȯ°æ¿ë¾î ºÐ¼®À» ÅëÇÑ È¯°æ±³À° ÅëÇÕ ±³¼ö¡¤ÇнÀ¾È °³¹ß : Á¦ 7Â÷ ±³À°°úÁ¤ÀÇ ÃʵîÇб³ 5Çг⠱³°ú¼­¸¦ Áß½ÉÀ¸·Î. (A) Study on The development of integrated teaching-learning plan of environmental education through analysis of environmental terms : focused on The fifth grade textbooks in The 7th national curriculum. ¼­¿ï±³À°´ëÇб³ ¼®»çÇÐÀ§³í¹®.
±èÁø¿µ(1998). Àå¾ÖÀ¯¾ÆÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ À¯¾Æ±³À° ±â°üÀåÀÇ ÀνĿ¬±¸. ´ë±¸´ëÇб³ ¼®»çÇÐÀ§³í¹®.
±èõ¼®(1990). ÎçëÀʦÒöÐä ïñãêòÀôòä®ÔÛÀÇ ÔÒãÁîÜ ÷Öùê ѦÒö°ú ææáÙîÜ ÷Öùê ѦÒöÀÇ ÝïÎòæÚϼ. (A) comparative study on simultaneous and successive intergration function of the educable mentally retarded. Íëñ¶ÓÞùÊÎè ÎçëÀÓÞùÊê ¼®»çÇÐÀ§³í¹®.
±èûºÀ(1998). Àΰ£°æÇè°ú ±×¸®½ºµµ±³ÀüÅëÀÇ ÅëÇÕÀ» À§ÇÑ Á¾±³±³À° ¿¬±¸ : °¡ºê¸®¿¤ ¸ð·±(Gabriel Moran)ÀÇ Á¾±³±³À° ÀÌ·ÐÀ» Áß½ÉÀ¸·Î. Religious education research for the integration of human experience and christian tradition : focus on Gabriel Moran's theory of religious education. ÇѽŴëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÃá¾Ö(2005). ÅëÇÕ±³À°À» À§ÇÑ ±³»ç±³À°ÀÇ ¹æÇâ¿¡ ´ëÇÑ °íÂû : ûÁÖ±³À°´ëÇб³ÀÇ Æ¯¼ö±³À°·Ð¿¡ °üÇÑ »ç·Ê¿¬±¸. Preservice teacher education for inclusion : The case study of "The Survey of special education" offered in CheongJu national university of education. ûÁÖ±³À°´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èűº(1997). ½Ã°¢Àå¾Ö¾Æµ¿ÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ ¸ÍÇб³ ±³»ç¿Í ÀϹݱ³»çÀÇ Åµµ ºñ±³ ¿¬±¸. ×Þü£Ò³ÓÞ ÎçëÀÓÞùÊê ¼®»çÇÐÀ§³í¹®.
±èŵ¿(2005). ÅëÇÕ±³À°¿¡ ´ëÇÑ ÃʵîÇб³ ±³»çÀÇ Àνĺ¯È­ ¹× ÅëÇÕ±³À° ¹ßÀü¹æÇâ Ž»ö ¿¬±¸. ´ë±¸´ëÇб³ ¼®»çÇÐÀ§³í¹®.
±èÇö¼÷(2006). ÅëÇÕ±³À°À» ½ÃÇàÇÏ´Â À¯¾Æ±³À°±â°üÀÇ À¯¾Æ±³»ç¿Í À¯¾ÆƯ¼ö±³»çÀÇ Çù·Â±³¼ö ½ÇÅ ¿¬±¸. Cooperative Teaching between Early Childhood and Early Childhood Special Educators in Inclusive Education of Early Childhood Education. ´ö¼º¿©ÀÚ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÇöÀÌ(2006). ¹Ì¼ú°ú¿Í »çȸ°ú¿ÍÀÇ ÅëÇÕÀû Á¢±ÙÀ» ÅëÇÑ ´Ù¹®È­ ¹Ì¼ú±³À° ¹æ¹ý ¿¬±¸ : ÃʵîÇб³ 6ÇгâÀ» Áß½ÉÀ¸·Î. (A) Study about multi-cultural art education method based on integrated education with art education and social study education : the case of sixth graders in elementary school. ûÁÖ±³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÇöÁÖ(2006). ¸ðƼÇÁ(Motif)¸¦ È°¿ëÇÑ ¿¹¼ú ÅëÇÕÇü âÀÇÀû ¿òÁ÷ÀÓ ±³À°¿¡ °üÇÑ ÁúÀû ¿¬±¸ : ÃʵîÇб³¿¡¼­ÀÇ Àû¿ë »ç·Ê¸¦ Áß½ÉÀ¸·Î. A Qualitative Study on Creative Movement Education by Art Integration Through the Use of Motif.¼º±Õ°ü´ëÇб³ ¼®»çÇÐÀ§³í¹®.
±èÇöÈ­(2006). ´ÙÁßÁö´É À̷п¡ ±âÃÊÇÑ ÅëÇÕ±³À° ¹æ¹ýÀ¸·Î¼­ÀÇ ±³À°¿¬±Ø. (A) study on the educatinal drama in the integrated curriculum based on multiple intelligence theory. »ó¸í´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÇü±Ù(2003). Àå¾ÖÇлý ÅëÇÕ±³À°¿¡ ´ëÇÑ ±³À°Àü¹®Á÷ÀÇ Áö°¢¼öÁØ ¹× Á¤Ã¥ °³¼± ¹æÇâ ¿¬±¸. Education supervisors' perception of integrating and reforming handicapped students' education. ¿¬¼¼´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÇý·Ã(2005). ÅëÇÕ±³À°°úÁ¤ÀÇ ±³À°³»¿ë Á¶Á÷¿¡ Àû¿ëµÈ °è¿­¼º ¿ø¸® ºñ±³. A Comparison of sequence principles employed in organization of integrated curriculum for elementary school. Çѱ¹±³¿ø´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
±èÈ£¿¬(1994). ¸Í¾Æµ¿ÀÇ ÅëÇÕ±³À° ¿¬±¸, ´Ü±¹´ëÇб³ ´ëÇпø¼®»çÇÐÀ§³í¹®.
±èÈ¿Á¤(2002). ÅëÇÕ ±³À° ½Ç½ÃÀÌÈÄ ¹Ì¼úÄ¡·á±³À°ÀÇ Çʿ伺¿¡ °üÇÑ °íÂû : Àå¾ÖÇлýÀÇ »çȸ¼º Çâ»óÀ» Áß½ÉÀ¸·Î. ¿ø±¤´ëÇб³.
³ª¼¼°æ(2003). ÅëÇÕÇü ÃëÇÐ Àü ±³À°(Edu-care)ÀÇ ¿î¿µ ½ÇÅ °íÂû. (A) Study on the management conditions of the edu-care program in the public kindergarten. ÀÌÈ­¿©ÀÚ´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
³ëÁö¿µ(2002). ÅëÇÕ À¯¾Æ±³À°À» À§ÇÑ ±³»ç¿¬¼ö ÇÁ·Î±×·¥ ¸ðÇü °³¹ß ¿¬±¸ : À¯Ä¡¿ø ±³¿øÀÇ ¿ä±¸¸¦ Áß½ÉÀ¸·Î. Model development of a preschool teacher-training program for the integrated education for preschool children : Focused on the requirment of the kindergarten teacher. ºÎ»ê´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
·ù¹Ì¼÷(2002). À¯Ä¡¿ø ÅëÇÕ±³À°¿¡ °üÇÑ ±³»çÀÇ Åµµ ¹× ¿î¿µ ½ÇÅ : ÀÏ¹Ý À¯Ä¡¿ø ³» Ư¼öÇÐ±Þ Áß½ÉÀ¸·Î. °øÁÖ´ëÇб³ Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
·ù¼ºÁø(2000). ÃʵîÇб³ Á¤º¸¼Ò¾ç ±³À°À» À§ÇÑ ÅëÇÕ ±³À°°úÁ¤ °³¹ß. Development of an integratecurriculum for information literacy education in elementary school. Çѱ¹±³¿ø´ëÇб³ ¼®»çÇÐÀ§³í¹®.
·ù½Ã³»(2003). Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À°¿¡¼­ À¯¾Æ±³»çÀÇ ¿ªÇÒ Àνİú º¸¼ö±³À° ¿ä±¸Á¶»ç. ¼÷¸í¿©ÀÚ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
·ùÁøÈñ(1985). À¯¾Æ °úÇб³À°ÀÇ ÅëÇÕÀû Á¢±Ù¹æ¹ý¿¡ °üÇÑ ¿¬±¸ : SCISÇÁ·Î±×·¥À» Áß½ÉÀ¸·Î. (A) Study on Interdisciplinary Approach to Science Education for Children-based on SCIS Program. ì±ü£åüí­ÓÞùÊÎè ÎçëÀÓÞùÊê ¼®»çÇÐÀ§³í¹®.
·ùÇâÀÚ(2001). Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À°¿¡ °üÇÑ ºñÀå¾ÖÀ¯¾Æ ¾î¸Ó´ÏÀÇ ÀÎ½Ä Á¶»ç : ¼­¿ï.°æ±âÁö¿ª°ú ±¤ÁÖ.Àü³²Áö¿ªÀ» Áß½ÉÀ¸·Î. (The) investigation of the recognition of mothers, whose young children about the mainstreaming. ¿ì¼®´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
·ùÈ­ÁØ(2002). ¿¹ºñ±³»çÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ Åµµ ¿¬±¸ : ±³À°´ëÇб³ Çлý°ú »ç¹ü´ëÇб³ Çлý°£ÀÇ ºñ±³. °øÁÖ´ëÇб³ Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¸íÁö¿ø(2000). Ȧ¸®½ºÆ½ ±³À°¿¡ ÀÇÇÑ ÅëÇÕ±³À°°úÁ¤ ±¸¼º. Curriculum Integration from the Viewpoint of Holistic Education. µ¿±¹´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹®¼®¿ø(1998). ÇнÀÀÚ Áß½ÉÀÇ À¥ ±â¹Ý ÅëÇÕ °¡»ó±³À°½Ã½ºÅÛÀÇ °³¹ß. µ¿¾Æ´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹®¿µÁÖ(2006). ÀÓ»ó¸ñȸ±³À°(Clinical Pastoral Education) ±×·ì ¼öÆÛºñÀü¿¡¼­ ³ªÅ¸³­ Çϳª´Ô À̹ÌÁö ÅëÇÕ°úÁ¤. Integration process of the image of God in clinical pastoral education group supervision. ¿¬¼¼´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹®Á¤ÀÌ(2004). À¯¾Æ±³À°±â°üÀÇ Àå¾ÖÀ¯¾ÆÅëÇÕ±³À°À¸·Î ÀÎÇÑ Á÷¹«½ºÆ®·¹½º¿¡ °üÇÑ ¿¬±¸ : °ø¸³À¯Ä¡¿ø±³»ç¸¦ ´ë»óÀ¸·Î. (A) study on job stress of early childhood educators caused by inclusion of children with disabilities in early childhood education progrmas. ¿ì¼®´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹®Á¾Çö(1997). ±âµ¶±³¿Í Çй®ÀÇ ÅëÇÕ¿¬±¸ : ÁÖÀÏÇб³ ±³À°°úÁ¤À» Áß½ÉÀ¸·Î. (A) study on the integration of christianity and knowledge : focused on sunday school curriculum. ¸íÁö´ëÇб³ »çȸ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹Î°æ¼÷(2000). ±³°úÅëÇÕÀ» ÀÌ¿ëÇÑ Ãʵ¾î Áöµµ¹æ¹ý¿¡ °üÇÑ ¿¬±¸ : ÃʵîÇб³ 4Çг⠿µ¾î±³À°À» Áß½ÉÀ¸·Î(with a special focus on the 4th graders). A Study on Teaching Methodology of Elementary School English by the Integration of Subjects. ¼ö¿ø´ëÇб³ ¼®»çÇÐÀ§³í¹®.
¹Ú°©¼÷(2004). Ä® ¿À¸£ÇÁÀÇ ±³À° ¹æ¹ýÀ» È°¿ëÇÑ À½¾Ç°ú ¹«¿ëÀÇ ÅëÇÕ ±³À° ¹æ¾È ¿¬±¸. A Study on Ways of the Integrated Education of Music and Dance through the Application of Carl Orffs Educational Method. ºÎ»ê´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹Ú±âºÎ(2007). Àå¾ÖÇлý°ú ÀϹÝÇлýÀÇ ÅëÇÕ±³À°À» À§ÇÑ ÀνĿ¡ °üÇÑ ¿¬±¸ : Á¢±Ù±Ç°ú ±³»ç ÇлýÀÇ Àνĵµ¸¦ Áß½ÉÀ¸·Î. (The) Research of recognization to integrated education for disabled students and ordinary students. Çѱ¹±³¿ø´ëÇб³ ±³À°Á¤Ã¥´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹Ú¹Ì°æ(2005). ¿Â¶óÀΰú ¿ÀÇÁ¶óÀÎ ÅëÇÕ ¼ö¾÷À» ÅëÇÑ Á¦2¾ð¾î ½ÀµæÀÇ È¿°ú. THE EFFECTS OF INTEGRATING ONLINE AND OFFLINE INSTRUCTIONS ON SECOND LANGUAGE ACQUISITION. °Ç±¹´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹Ú¹ÌÁ¤(2001). Àå¾ÖÀ¯¾ÆÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ ±³»ç¿Í ºÎ¸ðÀÇ Åµµ ºñ±³ : ´ëÀüÁö¿ª Àå¾Ö ¹× ÀϹÝÀ¯¾Æ ±³»ç¡¤ºÎ¸ð¸¦ ´ë»óÀ¸·Î. ÓÞï£ÓÞùÊÎè Ìèç½ú¼ïÙÓÞùÊê ¼®»çÇÐÀ§³í¹®.
¹Ú¹ÌÇý(2003). ÷ÖùêÎçëÀ ÌèúÐ êóÙí¿¡ µû¸¥ ñéùÊÎè ìéÚõ ÎçÞÔÀÇ ÷ÖùêÎçëÀ¿¡ ´ëÇÑ ìããÛ ÝïÎò æÚϼ. (A) Comparative Study on the Recognition of Middle School Teachers about the Integrative Education According to their Experiences in Integrative Education. îïñ¶ÓÞùÊÎè ÎçëÀÓÞùÊê ¼®»çÇÐÀ§³í¹®.
¹ÚºÐÈñ(2001). ¾î¸°ÀÌÁý¿¡¼­ÀÇ Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À°¿¡ °üÇÑ¿¬±¸ : ¾î¸°ÀÌÁý ±³»ç¿Í À¯¾ÆºÎ¸ðÀÇ ÀǽÄÁ¶»ç. ´Ü±¹´ëÇб³ ¼®»çÇÐÀ§³í¹®.
¹Ú¼®µ·(1989).(»çȸÀû)ÅëÇÕ±³À°À» Áß½ÉÀ¸·ÎÇÑ Æ¯¼ö±³À° ¹× ÀçÈ°¿¡¼­ÀÇ »õ·Î¿î ÀÌ·Ð ¹× °æÇâ°ú °ü·ÃÇÑ Montessori±³À°°ú ±× Çѱ¹Æ¯¼ö±³À° ½ÇÁ¦¿¡ ´ëÇÑ ½Ã»ç(Die Montessori-Paedagogik in Verhindung mit den Neuen Theorien und Tendenzen in der Sonderpaedagogik im Hinblick auf die integrative Foerderung und Ihre Bedeutung fuer Koreas Sonde). Philipps - Univ. Marburg ¹Ú»çÇÐÀ§ ³í¹®.
¹Ú¼±Èñ(2004). Çѱ¹¾î¿Í Çѱ¹¹®È­ÀÇ ÅëÇÕ ±³À° ¿¬±¸ : °í±Þ ´Ü°è ÇнÀÀÚ¸¦ Áß½ÉÀ¸·Î. °æÈñ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹Ú¼º¼ö(2001). Á¤½ÅÁöü ÁßµîÇлýÀÇ ÅëÇÕ±³À°¿¡ °üÇÑ ¿¬±¸. ´Ü±¹´ë ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹Ú¼¼Èï(1998). ´ëºñÇÑ ³²ºÏÇÑ ÃʵÀ°°úÁ¤ ÅëÇÕ ¹æ¾È ¿¬±¸ : ÆíÁ¦¿Í ±³À°³»¿ë Áß½ÉÀ¸·Î. Integration of the North and South Korean Primary Education in preparation for the Unification. ¼þ½Ç´ëÇб³ ÅëÀÏÁ¤Ã¥´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹Ú¾çÇö(2007). À¯¾Æ ÅëÇÕÇб޿¡¼­ÀÇ Æ¯¼ö±³À° º¸Á¶¿ø ½ÇÅ ¹× À¯¾ÆƯ¼ö±³»ç¿Í ÅëÇÕ´ã´ç±³»çÀÇ ÀνÄ. ´Ü±¹´ëÇб³ ¼®»çÇÐÀ§³í¹®.
¹Ú¿µÁö(2003). Àå¾Ö¾Æµ¿ ÅëÇÕ±³À°¿¡ À־ »çȸ»ç¾÷°¡ °³ÀÔÀÇ °¡´É¼º Ž»ö¿¡ °üÇÑ ÁúÀû ¿¬±¸ : Ư¼ö±³»ç¿Í Àå¾Ö¾Æµ¿ºÎ¸ðÀÇ ÀνÄÀ» Áß½ÉÀ¸·Î. (An) qualitative study on Social Worker's intervention possibility for the Inclusive School. ¼­¿ï¿©ÀÚ´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹Ú¿ë¿ø(2000). ÃʵîÇб³ ÅëÇÕ±³À° ³» Àå¾Ö¾Æµ¿ÀÇ º¹Áö ¿å±¸¿¡ °üÇÑ ¿¬±¸ : Çб³»çȸº¹Áö Á¦µµÈ­ ³íÀǸ¦ Áß½ÉÀ¸·Î. (A) study on the welfare needs of the children with disabilities in elementary schools with inclusion programs : toward establishment of school social welfare. °¡Å縯´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹ÚÀº½Å(2004). ÞäüåΡ ÷ÖùêÎçëÀΦïï¿¡ ´ëÇÑ Ëþ÷Ð : »çȸ°ú ÅëÇÕ³íÀÇ¿Í ÁßÇб³ »çȸ°úÀÇ ¿ª»çÁ᫐ ÅëÇÕ¹æ¾È.ÇѾç´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹ÚÀº¿µ(1999). ÀÚÆó¼º Àå¾ÖÀ¯¾ÆÀÇ ¾ð¾î»ýÈ° ÅëÇÕ±³À° °¡´É¼º Ž»ö ¿¬±¸. ´Ü±¹´ë ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹ÚÀº¿µ(2006). Àå¾ÖÅëÇÕ±³À°À» À§ÇÑ À¯¾ÆÀÇ Àå¾Ö¼ö¿ëŵµ¿¡ °üÇÑ ¿¬±¸ : ÀϹÝÀ¯¾Æ ¾î¸Ó´ÏÀÇ ¾çÀ°Åµµ¸¦ Áß½ÉÀ¸·Î. ÇѾç´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹ÚÀºÁÖ(2000). µµ´ö±³À°¿¡¼­ Àΰݱ³À°¿¡ °üÇÑ ÅëÇÕÀû Á¢±Ù. INtegrated approach to character education in Moral education. ¼­¿ø´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹ÚÀºÇý(1994). ÁöüÀå¾ÖÇлýµéÀÇ ÅëÇÕ±³À°¿¡ °üÇÑ ¿¬±¸: ÀϹÝÇбޱ³»çµéÀÇ ±³¼öÀü·«°ú ±×µéÀ» À§ÇÑ Áö¿øü°è¸¦ Áß½ÉÀ¸·Î(Mainstreaming students with orthopedic impairment: Perceptions of regular classroom teachers regarding their instructional strategies and support services). Univ. of Oregon. ¹Ú»çÇÐÀ§³í¹®.
¹ÚÀÎÁ¶(2005). µðÁöÅРȯ°æ°ú ±âµ¶±³ ±³À°°úÁ¤ ¿¬±¸ : ´ëÇÑ¿¹¼ö±³ Àå·Îȸ(ÅëÇÕ) °íµîºÎ °ø°úºÐ¼®À» Áß½ÉÀ¸·Î. (A) study on the digital environment and the Christian curriculum : focused on the textbook for high school of sunday school in The Presbyterian United(Tonghap) Church. ¿¬¼¼´ëÇб³ ¿¬ÇÕ½ÅÇдëÇпø ¼®»çÇÐÀ§³í¹®.
¹ÚÀç±¹(1998). ÁöüºÎÀÚÀ¯¾ÆÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ ±³À°¾ç¼º°è ´ëÇлý ¹× ±³»çÀÇ Åµµ(A study of teachers' attitudes toward educational integration of motor handicapped children). õè÷îÓÞùÊÎè ÓÞùÊê ÚÏÞÍùÊêÈÒÕÙþ..
¹ÚÁ¤¿ø(2002). ÅëÇÕÀû Á¢±Ù¹æ¹ýÀ» ÅëÇÑ ¾Æµ¿ÀÇ Ã¢ÀÇÀû Ç¥Çö ´É·Â ½ÅÀå¿¡ °üÇÑ ¿¬±¸ : ±×¸²Àϱ⠱³À°À» Áß½ÉÀ¸·Î. °­¿ø´ëÇб³ ¼®»çÇÐÀ§³í¹®.
¹ÚÁÖ¸®(2007). ¼­¿ï ½Ã³» ÃʵîÇб³ üÀ°ÅëÇÕ±³À°¿¡ °üÇÑ Á¶»ç ¿¬±¸ : üÀ°±³°ú Áöµµ±³»ç Áß½ÉÀ¸·Î. ÀÌÈ­¿©ÀÚ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹ÚÁö¿µ(2003). ±³À°¿¬±ØÀ» È°¿ëÇÑ ÅëÇÕÀû ±¹¾î»ç¿ë´É·Â Çâ»ó ¹æ¾È : ¸»Çϱâ, ¾²±â¸¦ Áß½ÉÀ¸·Î. ÀÌÈ­¿©ÀÚ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹ÚÁöÇö(2004).¾î¸°ÀÌÁý¿¡¼­ ÅëÇÕ±³À°À» À§ÇÑ ºÎ¸ð±³À° ½Ç½ÃÇöȲ ¹× °³¼±¹æ¾È¿¡ °üÇÑ ¿¬±¸ : ¼­¿ï½Ã ÅëÇÕ±³À°±â°üÀ» Áß½ÉÀ¸·Î. (A) study on the status of parent education for inclusive education in the children's centers and its improvement suggestions : for the inclusive education institutes in Seoul. à÷гνÓÞùÊÎè ßæüÀΡùÊÓÞùÊê ¼®»çÇÐÀ§³í¹®.
¹ÚÁø¼ö(2001). ÅëÇÕ±³À°À» À§ÇÑ Æ¯¼öÇб³ °ÇÃ༳°è¿¬±¸ : Áߺ¹Àå¾Ö¸¦ °í·ÁÇÑ Á¤½ÅÁöü¾Æ¸¦ Áß½ÉÀ¸·Î. A Study on the Design of Special Education Facilities for Integrated Education. ¸íÁö´ëÇб³ ¼®»çÇÐÀ§³í¹®.
¹ÚÂù¿ø(2004). û°¢Àå¾Ö Ư¼öÇб³¿Í ÀϹÝÇб³°£ ÅëÇÕ±³À° ¿î¿µ½ÇÅ ¹× °³¼±¹æ¾È. °æÀα³À°´ë ±³À°´ëÇпø . ¼®»çÇÐÀ§³í¹®.
¹ÚÇöÈñ(2007). ÁßµîÇб³ ÅëÇÕ±³À°¿¡¼­ÀÇ Æ¯¼öÇÐ±Þ ±³»ç¿Í ÅëÇÕÇÐ±Þ ±³»ç °£ Çù·Â½ÇÅ ¹× °³¼±¹æ¾È. A Study on the Actual Status of Cooperation between Special Classroom Teachers and Inclusive Classroom Teachers and the Alternatives for Improvement in the Middle School Inclusive Education. îïÑõÓÞùÊÎè ¼®»çÇÐÀ§³í¹®.
¹ÚÈñÁø(2003). À¯¾ÆÅëÇÕ±³À° ½Ç½Ã¿¡ ÇÊ¿äÇÑ ±³»çÀÚÁú ¿¬±¸ : À¯¾Æ±³À°°ú Çлý°ú À¯Ä¡¿ø±³»ç Áß½ÉÀ¸·Î. (A) study on teacher competency for inclusive early childhood education. ¿ì¼®´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹è°Ç(1997). ÃʵîÇб³ ÅëÇÕ±³À°°úÁ¤ÀÇ ÅëÇÕ À¯Çü ºÐ¼®. Çѱ¹±³¿ø´ëÇб³.
¹è±¹ÇÑ(2004). ÅëÇÕ±³À°¿¡ ´ëÇÑ ´ëµµ½Ã¿Í ³ó?¾îÃÌ ÃʵîÇб³ ÀϹݱ³»çÀÇ ÀÎ½Ä ºñ±³. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹èÁ¾Çý(2005). ¿¹¼ö±³ Àå·Î±³´Ü(ÅëÇÕ)ÀÇ Àεµ³×½Ã¾Æ ±³À° ¼±±³¿¬±¸ : Æú È÷¹öÆ®ÀÇ À̷п¡ ±Ù°ÅÇÑ ¾Ðµð¿¤ ½ÅÇб³ ±³È¸À½¾Ç°ú »ç¿ª °íÂû. Àå·Îȸ½ÅÇдëÇб³ ¼¼°è¼±±³´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹éµÑ¼±(2002).  »çȸ°ú ±³À°°úÁ¤(7Â÷)¿¡ ±âÃÊÇÑ STS ¿ä¼ÒÀÇ ÅëÇÕ ´Ü¿ø ±¸¼º. ÀÎõ±³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¹éÁø¼÷(2002). ÅëÇÕ±³À°¿¡ ´ëÇÑ °ø. »ç¸³À¯Ä¡¿ø ±³»çÀÇ ÀÎ½Ä Á¶»ç : Ãæû³²µµ °ø. »ç¸³À¯Ä¡¿ø ±³»çµéÀ» Áß½ÉÀ¸·Î. °øÁÖ´ëÇб³ Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
º¯±æÈñ(2006). ÅëÇÕÀû Á¢±Ù¿¡ ÀÇÇÑ ¼ÒºñÀÚ±³À° ÇÁ·Î±×·¥ÀÌ À¯¾ÆÀÇ °æÁ¦ ±âº»°³³ä°ú ¼ÒºñÀÚ Çൿ ¹× »çȸÀû ´É·Â¿¡ ¹ÌÄ¡´Â ¿µÇâ. (The) effects of the consumer education program of integral approach on young children's basic economic concepts, consumer behavior, and social competency. ¿ø±¤´ëÇб³ ¼®»çÇÐÀ§³í¹®.
º¯¹Î¼®(1992). ëºúþܬ ÎçëÀΤïïìµÖå¿¡ ºñÃß¾î º» ÷ÖùêÀÇ ëòÚ«. óãê«ÓÞùÊÎè ¼®»çÇÐÀ§³í¹®.
º¯¿ë±Ç(2000). ³²ºÏÇÑ µµ´ö°ú±³À°ÀÇ ÅëÇÕ¿¡ °üÇÑ ¿¬±¸ : ÁßµîÇб³¸¦ Áß½ÉÀ¸·Î. A Study on the Integration of Moral Education between South and North Korea :with a focus on the Secondary School. ºÎ»ê´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
ºÎ°æ¼±(2006). Àü·¡µ¿È­¸¦ È°¿ëÇÑ ÅëÇÕÀû µµ´ö±³À° È°µ¿ÀÌ À¯¾ÆÀÇ µµ´ö¼º ¹ß´Þ¿¡ ¹ÌÄ¡´Â ¿µÇâ : Á¦ÁÖ Àü·¡µ¿È­¸¦ Áß½ÉÀ¸·Î. ¿µ³²´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ºÎµÎ¿À(2002). ð¯7ó­ ÎçëÀΤïïÀÌ ð«ãÆÇÏ´Â ôøÔõùÊÎè ÷ÖùêÎçΡ ÎçëÀÀÇ ê¡ç½ Û°äÐ. Management Methods on Integrated-Subject Education by Presentation of 7th Curriculum in Elementary School. ð­ñ¶ÎçëÀÓÞùÊÎè ÎçëÀÓÞùÊê ¼®»çÇÐÀ§³í¹®.
¼­¿µ°ï(1997). »çÀ̹ö ÎçëÀü»ÌÑ Ï°õéÀ» À§ÇÑ ÷Öùê êÀÌ°ÎçëÀ½Ã½ºÅÛ(DLS) ËÒÛ¡¿¡ μÇÑ æÚϼ. (A) study on the development of integrated distance learning systems(DLS) for construction of cyber education environment. ùÓåÕÓÞùÊÎè ÓÞùÊê ¼®»çÇÐÀ§³í¹®.
¼­¿µ¼÷(1998). ±³È¸Çб³ À¯Ä¡ºÎ ±³À°³»¿ë ¼±Á¤¿¡ °üÇÑ ¿¬±¸ : Àå·Î±³ ÅëÇÕÃø À¯Ä¡ºÎ ±³À縦 Áß½ÉÀ¸·Î. (A) Study on the Selection of Christian Education Content for Kindergarten in Church School. ¿¬¼¼´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¼­¿¹Á¤(2003). Á¦7Â÷ ±³À°°úÁ¤¿¡ ÀÇÇÑ 'ÁßÇб³ À½¾Ç'ÀÇ ÅëÇÕÀû Á¢±Ù¹æ¹ý ¿¬±¸ : 'Áøµµ ¾Æ¸®¶û'À» Á¦Àç°îÀ¸·Î ÇÑ Ã¢ÀÛ¼ö¾÷À» Áß½ÉÀ¸·Î. (A) Study of Comprehensive Approaching Method on the 'Music in Middle School¡¯Introduced in the 7th Educational Curriculum : Focusing on the creativity classes under a theme song, 'Jindo Arirang'.´Ü±¹´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¼­ÀçÈ«(2004). ÃʵîüÀ°¿¡¼­ ÅëÇÕ±³À°ÀÇ Àû¿ë È¿°ú : 4Çгâ Ç¥ÇöÈ°µ¿À» Áß½ÉÀ¸·Î. Application effect of integration educatipon in primary grade physical education : laying stress on 4 class expression activity. °æÀα³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¼­Á¾¼ø(1996). ÅëÇÕ±³À°ÀÌ Ã»°¢Àå¾Ö À¯¾ÆÀÇ »çȸ¼º¼÷µµ¿Í »çȸÀû Çൿº¯È­¿¡ ¹ÌÄ¡´Â ¿µÇâ. ùÛÏÐÎçê¬ÓÞ ÓÞùÊê ¼®»çÇÐÀ§³í¹®.
¼­ÅÂÁØ(2005). Ư¼ö±³À°º¸Á¶¿øÁ¦¿¡ ´ëÇÑ ½ÇÅÂ¿Í Æ¯¼öÇбޱ³»ç ¹× ÅëÇÕÇбޱ³»çÀÇ Àνİú ¿ä±¸ ºÐ¼® : ºÎ»ê±¤¿ª½Ã ÃʵîÇб³±³»ç¸¦ Áß½ÉÀ¸·Î. (A) Study on the State of the Assistants for Special Education, and Comparative Analysis on Awareness, Needs of the Teachers for Them Between Special and Inclusive Classroom. °í½Å´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¼­Èñ¿µ(2007). ¹«¿ëÅëÇÕ±³À°ÀÌ ÀÚ±âÈ¿´É°¨¿¡ ¹ÌÄ¡´Â ¿µÇâ : ÃʵîÇб³ 3ÇгâÀ» Áß½ÉÀ¸·Î. (The) Effects of Dance Integration Education program on Self-Efficacy : With a focus on the third graders. ±¹¹Î´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
¼ºÁ¤¾Æ(2004). Ư¼ö±³À° ´ë»ó ÇлýÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ Áߵ»çÀÇ ÀνÄ. ´ë±¸´ëÇб³ Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¼Ò¹ÌÀÚ(1998). Àå¾ÖÀ¯¾ÆÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ ÀÏ¹Ý À¯Ä¡¿ø ±³»çÀÇ Åµµ. ê­ÎÃÓÞùÊÎè ¼®»çÇÐÀ§³í¹®.
¼Õ¿µ¼÷(2006). ´ÙÁßÁö´É Á᫐ ±³À°ÇÁ·Î±×·¥ÀÌ ÇнÀÀÚÀÇ ÇнÀ´É·Â ½ÅÀå¿¡ ¹ÌÄ¡´Â È¿°ú : ´ÙÁßÁö´É Á᫐ ÅëÇÕ±³À°°úÁ¤ Àû¿ë ÇнÀÇÁ·Î±×·¥ÀÇ ÀúÇг⠹̼ú°ú Àû¿ëÀ» ÅëÇÏ¿©. (The) effects of a teaching & learning program based upon integrated instructions of multi-intelligence theory on the development of child-centered learning ability. ÓÞÏÈÎçëÀÓÞùÊÎè ÎçëÀÓÞùÊê ¼®»çÇÐÀ§³í¹®.
¼ÕÁö¹Ì(2002). Á¦7Â÷ ±³À°°úÁ¤ °íµîÇб³ À½¾Ç±³°ú "À½¾Ç°ú »ýÈ°" ºÐ¼® : ÅëÇÕ¼ö¾÷ Áß½ÉÀ¸·Î. (The) analysis of the "Music and Life" textbooks for the 7th curriculum : with the focus on the integrated instructions. °æÈñ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¼Û°æ¹Ì(2003). î¡äôä®ÔÛÀÇ ÷ÖùêÎçëÀ¿¡ ´ëÇÑ ôøÔõùÊÎè ìéÚõÎçÞÔÀÇ ìããÛ æÚϼ : îïñ¶ã¼¸¦ ñéãýÀ¸·Î. (The) Perception of Elementary School Teachers about the Integrated Education for Disabled Students. îïñ¶ÓÞùÊÎè ÎçëÀÓÞùÊê ¼®»çÇÐÀ§³í¹®.
áäò®úç(2005). À¯¾Æ±³À°±â°üÀÇ ÁÖÁ¦ÅëÇÕ ¿µ¾î±³À°À» À§ÇÑ ¹æ¾È. Ways for the subject-related English class in an early childhood education. â×Ù¥åüí­ÓÞùÊÎç ÓÞùÊê ¼®»çÇÐÀ§³í¹®.
½Å±³ÀÏ(2000). ÃʵîÇб³¿¡¼­ÀÇ ¼º°æ-µµ´ö±³À°°úÁ¤À» ÅëÇÑ ÅëÇÕÀû Àΰݱ³À°. ÇѾç´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
½Å½ÂÈñ(2002). ±¹¾î°ú ±³À°ÀÇ ´ÙÁßÁö´É ÇнÀ ÇÁ·Î±×·¥ÀÇ ±¸¾È°ú Àû¿ë : ¡¸¸»Çϱâ-µè±â-¾²±â¡¹ÀÇ ÅëÇÕÀû ¿¬°è ÇнÀÀ» À§ÇÏ¿©. (A) Design and application of multiple-intelligences learning program in the education of Korean : For the integral learning of ¡¸Speaking-Listening-Writing¡¹. ÔÔÏÐÓÞùÊÎè ÎçëÀÓÞùÊê ¼®»çÇÐÀ§³í¹®.
½ÅÀ¯¹Ì(2007). ÃÑüÀû ±¹¾î ±³À°À¸·Î¼­ÀÇ ±³Àç ±¸¼º ¹æ¾È : ¡®³ôÀÓ¹ý¡¯ ´Ü¿øÀÇ ¿µ¿ªº° ÅëÇÕÀ¸·Î. Structuring of learning materials for a holistic approach to education in the Korean language : Through the comprehension of 'honorifics' units. µ¿±¹´ëÇб³ ¼®»çÇÐÀ§³í¹®.
½ÅÁ¤¹Î(2004). À½¾Ç°ú ÅëÇÕ±³À°ÀÇ È¿À²¼ºÀ» À§ÇÑ ¹æ¹ý ¿¬±¸ : È°µ¿¿µ¿ªÀ» Áß½ÉÀ¸·Î. °è¸í´ëÇб³ ¼®»çÇÐÀ§³í¹®.
½ÅÇö¼ø(2001). ÅëÇÕ±³À°¿¡ ´ëÇÑ Æ¯¼ö±³»ç¿Í ÀϹݱ³»çÀÇ ÀÎ½Ä ºñ±³. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ä¡î°à¹(2005). ³ëÀΡ¤¾Æµ¿ ¼¼´ëÅëÇÕÇÁ·Î±×·¥¿¡ °üÇÑ ¿¬±¸ : ¼­¿ï½Ã À¯¾Æ±³À°±â°üÀ» Áß½ÉÀ¸·Î. A Study on the Elderly¡¤Children Integration Programs : Focused on the Early Childhood Education Institutes in Seoul. µ¿±¹´ëÇб³ ÇàÁ¤´ëÇпø.
¾ÈµÎ¼ø(1988). ùÊÙýñéãý ÎçëÀΤïï°ú ìÑÊàñéãý ÎçëÀΤïïÀÇ ÷Öùê¿¡ μÇÑ æÚϼ. îïÑõÓÞùÊÎè.
¾È¹Ì¿µ(2004). Çѱ¹ °³½Å±³±³È¸ ³ëÀα³À°½ÇÅ ºÐ¼® ¹× ÅëÇÕ±³À°°úÁ¤ÀÇ Å¸´ç¼º ¿¬±¸. (The) Current Status of the Korean Protestant Church's Elderly Education and the Validity of the Holistic Curriculum. È£¼­´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
¾È¹Î¼÷(2004). Àå¾Ö¡¤ºñÀå¾Ö ¾Æµ¿ÀÇ ¹æ°úÈÄ ÅëÇÕ±³À° È¿°ú¿¬±¸ : KÁ¾ÇÕ»çȸº¹Áö°üÀÇ »ç·Ê¸¦ Áß½ÉÀ¸·Î. Study on integrated-subjected education's effectiveness : focused on K-social welfare center after school program. µ¿±¹´ëÇб³ ÇàÁ¤´ëÇпø ¼®»çÇÐÀ§³í¹®.
¾È¼±°æ(2004). ÇÑ¡¤¹Ì »çȸ°ú ÅëÇÕÁ᫐ ±³À°°úÁ¤ ºñ±³¿¬±¸ : Nebraska K-12 social studies standards¿Í Á¦7Â÷ ±³À°°úÁ¤À» Áß½ÉÀ¸·Î. A study on the comparison of Korea and US social studies integrated curriculum. à÷гνÓÞùÊÎè ¼®»çÇÐÀ§³í¹®.
¾ÈÀ¯¹Ì(2003). ÃʵîÇб³¿¡¼­ÀÇ Çѱ¹¾î±³À° : ¿Ü±¹¾î¸°À̵éÀ» À§ÇÑ Çѱ¹¾î¡¤¹®È­ ÅëÇÕ ±³À°À» Áß½ÉÀ¸·Î. Korean language education in elementary school : centered on integrated education of Korean language and culture for foreign children. ¿¬¼¼´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¾ÈÁ¤¾Æ(2006). ÅëÇÕÀû ¹æ¹ýÀ» È°¿ëÇÑ ¹Ì¼ú±³À°°úÁ¤ÀÇ À籸¼º ¹æ¾È ¿¬±¸ : ÃʵîÇб³ 5ÇгâÀ» Áß½ÉÀ¸·Î : 5th graders in elementary school. (A) study on reconfiguration method of art education curriculum by utilizing integrated solution. ÃæºÏ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¾ç¿ø¼÷(2005). ÅëÇÕ±³À° È°µ¿ÀÌ ÀϹÝÀ¯¾Æ ÇкθðÀÇ ÅëÇÕ±³À° Àνĵµ ¹× ÀϹÝÀ¯¾ÆÀÇ Àå¾Ö¶Ç·¡ ¼ö¿ëµµ¿¡ ¹ÌÄ¡´Â ¿µÇâ.°øÁÖ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¿À´ëÁ¾(2003). ÅëÇÕ±³À°¿¡ ´ëÇÑ ÅëÇÕÇÐ±Þ ¹× ÀϹÝÇÐ±Þ ±³»çµéÀÇ ÀÎ½Ä ºñ±³. (A) Study of Elementary School Teachers' Perception of Inclusion. ÀÎÁ¦´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¿À¹Ì¿Á(2004). Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À° ½ÇÅ ¹× ÅëÇÕÀ¯Ä¡¿øÀåÀÇ ÀνÄ. (The) Current state of inclusive education for disabled children and inclusive kindergarten directors' perception on inclusive education. ºÎ»ê´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¿ÀºÀÇý(2007). ÃʵîÇб³ ÅëÇÕ±³À°È°µ¿¿¡ ´ëÇÑ Æ¯¼öÇÐ±Þ ±³»ç¿Í ÅëÇÕÇÐ±Þ ±³»çÀÇ Àνĺñ±³. â¿ø´ëÇб³ ¼®»çÇÐÀ§³í¹®.
¿À¿µ¹Ì(2005). 7Â÷ ±³À° °úÁ¤¿¡ µû¸¥ ÁßÇб³ Àбâ¤ý¾²±â ÅëÇÕ ±³À° °³¼± ¹æ¾È ¿¬±¸. °æÈñ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¿Á¼ø¿ø(2006). ôøÔõ ÷ÖùêÎçëÀ¿¡¼­ ÷åâ¨ùÊÐäÀÇ æµùÜ Ù¼ßã : Ãʵî Ư¼ö±³»ç üÇèÀ» Áß½ÉÀ¸·Î. (The)Study on the role of special class within the primary inclusive education. ûÁÖ±³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¿ì¿µ¿Á(2005). ÷ÖùêÎçëÀΤïï¿¡ µû¸¥ Îçê¬å×à÷ïÙóþÀÇ ËÇà¼Û°äÐ : 10ùÊÒ´ ÞäüåΡ, ΡùÊΡ¸¦ ñéãýÀ¸·Î. To Improve the teacher training system in accordance with the integrated curriculum : focusing on social and science subjects for the 10th graders. Çѱ¹±³¿ø´ëÇб³ ±³À°Á¤Ã¥´ëÇпø ¼®»çÇÐÀ§³í¹®.
¿ìÁ¤ÇÑ(2003). È¿À²ÀûÀÎ ÅëÇÕ±³À°À» À§ÇÑ À¥±â¹Ý Çù·Â±³¼ö ±³»ç±³À° ÇÁ·Î±×·¥ÀÇ °³¹ß ¹× Àû¿ë. Development and Validation of Web-Based Teachers Inservice Program on Cooperative Teaching for Effective Inclusion. ´ë±¸´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
¿ø¿µÁ¶(1975). û°¢Àå¾Ö¾Æ ÅëÇÕ±³À°ÀÇ ¼º¸³°ú ¾Æµ¿¿ä°Ç¿¡ °üÇÑ ¿¬±¸, ´ë±¸´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
¿øÀº°æ(2007). ÁßÇб³ »çȸ°ú ÅëÇÕ±³À°°úÁ¤ ¿î¿µ¿¡ ´ëÇÑ ±³»çµéÀÇ ÀνĿ¡ °üÇÑ ¿¬±¸ : ¼­¿ï °­ºÏÁö¿ª Çб³¸¦ Áß½ÉÀ¸·Î. °æÈñ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
¿øÁÖÀ²(2006). Àå¾ÖÀ¯¾ÆÀÇ À¯Ä¡¿ø ÅëÇÕ±³À°¿¡ ´ëÇÑ ºÎ¸ðÀÇ ÀνĿ¡ °üÇÑ ºñ±³ ¿¬±¸ : ´ëÀü±¤¿ª½Ã¸¦ Áß½ÉÀ¸·Î. (A) comparative study on parents' perception of desegregated kindergarten education in favor of handicapped children : focused on those kindergartens in Daejeon metropolitan city. ¿¬¼¼´ëÇб³ ÇàÁ¤´ëÇпø ¼®»çÇÐÀ§³í¹®.
À¯°æ¾Æ(1990). Ư¼ö ¾Æµ¿ÀÇ ÅëÇÕ±³À°À» À§ÇÑ »çȸ¼º ±â¼ú¿¡ °üÇÑ ÀÏ ¿¬±¸ : »çȸ¼º Çൿ Æò°¡(SBA)¿¡ ´ëÇÑ ÃʵîÇб³ ±³»çÀÇ °ßÇظ¦ Áß½ÉÀ¸·Î. (A) STUDY ON SOCIAL SKILLS FOR MAINSTREAMED SPECIAL CHILDREN. ÀÌÈ­¿©ÀÚ´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
À¯¼ö¿¬(2007). À½¾Ç ÅëÇÕ±³À°ÀÇ È¿À²¼º Á¦°í¸¦ À§ÇÑ ¿¬±¸ : 7Â÷ ±³À°°úÁ¤À» Áß½ÉÀ¸·Î. ´Ü±¹´ëÇб³ ¼®»çÇÐÀ§³í¹®.
À¯¿ø»ó(2005). Áö¹æ±³À°ÀÚÄ¡Á¦µµ¿¡ ´ëÇÑ ±³À°ÇàÁ¤°ü·ÃÀÚµéÀÇ ÀÎ½Ä ¹× ÀϹÝÇàÁ¤°ú ±³À°ÇàÁ¤Á¶Á÷ÀÇ ÅëÇÕ¸ðÇü Á¦½Ã. Perceptions by Persons Concerned in Educational Administration Regarding Existing Local Autonomous Educational System & A Proposed Model of Integration between General and Educational Administrative Organizations. â¿ø´ëÇб³ ¼®»çÇÐÀ§³í¹®.
À¯ÀÎȯ(2000). ICT¿Í ¹®Á¦ ÇØ°á °úÁ¤ÀÇ ÅëÇÕ¿¡ ±â¹ÝÇÑ Á¤º¸ ±³À°°úÁ¤ ¸ðÇü °³¹ß. Development of an information curriculum model based on integration of ICT(Information and Communication Technology) and problem solving process. Çѱ¹±³¿ø´ëÇб³ ¼®»çÇÐÀ§³í¹®.
À¯Èñ¼ø(2003). ÅëÇÕ±³À°ÀÌ Àå¾Ö À¯¾Æ¿Í ÀÏ¹Ý À¯¾ÆÀÇ ±âÃÊÇнÀ Áغñ ±â´É¿¡ ¹ÌÄ¡´Â ¿µÇâ : ¶Ç·¡±³¼ö »ç·Ê¸¦ Áß½ÉÀ¸·Î. (The) effects of increased learning skill for children with and without disabilities in inclusive preschool classrooms. °øÁÖ´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
À±³²Èñ(2007). ±Û¾²±â ÁýÁß ±³À°À» À§ÇÑ ±³¼ö-ÇнÀ ¸ðÇü ¿¬±¸ : 7~10Çг⠼³µæ¤ý³íÁõ ¾²±âÀÇ ´Ü°è¼º°ú À§°è¼º¿¡ ¸Â´Â ÅëÇÕ ±Û¾²±â Àü·«À» Áß½ÉÀ¸·Î. (A) study on Teaching-Learning Model for Intensive Writing Instruction : A Comprehensive Writing Instruction Strategy for 7¢â~10¢â Grade Expository and Persuasive Skills Development. ¹èÀç´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
À±¿µÇÐ(2003). ÅëÇÕ±³À°¿¡ ´ëÇÑ ÀϹÝÃʵî¾Æµ¿°ú Á¤½ÅÁöü¾Æµ¿ ¾î¸Ó´ÏÀÇ Åµµ ºñ±³. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀºÁö¿ë(1998). '¹Ý¼ºÀû »ç°í·Â ÇÔ¾ç'À» À§ÇÑ »çȸ°ú ÅëÇÕ±³À°°úÁ¤ ¸ðÇü¿¡ °üÇÑ ¿¬±¸ : 'ÁÖÁ¦ ½ºÆ®·£µå' Áß½ÉÀÇ ÅëÇÕ±³À°°úÁ¤ °³¹ßÀ» Áß½ÉÀ¸·Î. (A) study on the model of integrated curriculum to promote reflective thinking in the social studies : focused on developing integrated curriculum based on thematic strands. ¼­¿ï´ëÇб³ ´ëÇпø.
ÀÌ°©¿ë(1993). û°¢Àå¾Ö¾Æ ÅëÇÕ±³À°ÀÇ ¹®Á¦Á¡°ú °³¼±¹æ¾È, ´Ü±¹´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÌ°æ¿Á(2005). Ư¼ö±³À°º¸Á¶¿øÀ» È°¿ëÇÑ ÅëÇÕ±³À°ÀÌ Àå¾Ö¾Æµ¿ÀÇ ÇнÀŵµ¿Í Çб³»ýÈ°ÀûÀÀ¿¡ ¹ÌÄ¡´Â È¿°ú. (The) Effects of the integrated approach using educational assistants on learning attitude and the socio-emotional adjustment of exeptional children. Çѱ¹±³¿ø´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÌ°æÈñ(2005). ¹ß¹®À» ÅëÇÑ °¨»ó°ú Ç¥ÇöÀÇ ÅëÇÕ ÇнÀ ¹æ¾È ¿¬±¸ : ÁߵÀ° Áß½ÉÀ¸·Î. (A) Study on appreciation and expressin integration studying through the question. ±¹¹Î´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
À̹̼ø(2006). Àå¾Ö ¿µ¦¢À¯¾Æ ÅëÇÕ±³À° ´ã´ç±³»çÀÇ Àüȯ±³À°¿¡ ´ëÇÑ Àνİú ¼öÇà´É·Â¿¡ °üÇÑ ¿¬±¸. °øÁÖ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
À̹̿µ(2005). ÁÖÁ¦ Á᫐ ÅëÇÕ°úÇб³À° ÇÁ·Î±×·¥ÀÌ ¾Æµ¿ÀÇ °úÇÐÀû ŵµ ¹× °úÇРŽ±¸´É·Â¿¡ ¹ÌÄ¡´Â ¿µÇâ : 5Çгâ Áß½ÉÀ¸·Î. °æÀα³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
À̹̿Á(2006). ÅëÇÕ±³À°±â°ü¿¡¼­ÀÇ Àå¾ÖÀ¯¾ÆÀÇ °Ç°­°ü¸® ¹× °Ç°­±³À° ½ÇÅ¿¡ °üÇÑ ¿¬±¸. (A) study on the reality of health care and health education for disabled young children in inclusive education institutions. ¼º±Õ°ü´ëÇб³ ¼®»çÇÐÀ§³í¹®.
À̹ÎÁÖ92001). ÃʵîÇб³ ÀϹÝÇÐ±Þ ¾Æµ¿°ú ÇкθðÀÇ ÅëÇÕ±³À° °æÇè À¯¹«¿¡ µû¸¥ Àå¾Ö ¾Æµ¿ ¼ö¿ë ŵµ ºñ±³. ÀÎõ±³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
À̺´±Ç(2002). û°¢Àå¾Ö ÇлýÀÇ ÅëÇÕ±³À° È¿À²È­¸¦ À§ÇÑ Áö¿ø¹æ¾È. ´Ü±¹´ë ´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÌ»ï¼÷(1986). ÷ÖùêÎçëÀ Τïï¿¡ μÇÑ ìéæÚϼ : ñéùÊÎè ÞäüåΡ ñéãýÀ¸·Î. (A) study on the integrated curriculum. îïÝÁÓÞùÊÎè ÎçëÀÓÞùÊê ¼®»çÇÐÀ§³í¹®.
À̼±¹Ì(2001). ÁÖÁ¦Á᫐ ÅëÇÕ±³À°°úÁ¤À» ÅëÇÑ Ã»°¢Àå¾Ö À¯¾ÆÀÇ °³³äÇü¼º¿¡ ´ëÇÑ ÁúÀû »ç·Ê ¿¬±¸. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
À̼±Èñ(2007). ÅëÇÕ±³À°±â°ü¿¡¼­ÀÇ Àå¾ÖÀ¯¾Æ ºÎ¸ð¿Í ÀϹÝÀ¯¾Æ ºÎ¸ðÀÇ ºÎ¸ð±³À° ÀÎ½Ä ¹× ¿ä±¸. Current Condition and Need about Parent Education for it in Integrated Kindergarten of Parents of Children Without and with Disabilities. °øÁÖ´ëÇб³ Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
À̼÷Èñ(2003). Á¤½ÅÁöü ÀüÇлýÀÇ »ç·Ê¿¬±¸¸¦ ÅëÇÑ ÅëÇÕ±³À° °³¼±¹æ¾È. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
À̼øµæ(2001). ÅëÇÕ±³À°ÀÇ ½ÇÅÂ¿Í ¿øÀûÇÐ±Þ ±³»çÀÇ Åµµ¿¡ °üÇÑ ¿¬±¸ : ºÎ»ê Áö¿ªÀ» Áß½ÉÀ¸·Î. ºÎ»ê´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
À̼øÁÖ(2005). Àå¾Ö¾Æµ¿ ÅëÇÕ±³À°°ú ÀαÇħÇØÀû ŵµ : ÃʵîÇб³ ±³»ç¸¦ Áß½ÉÀ¸·Î. A Study on The Integrative Education in Children with Disabilities and the Attitude in the Violation of Human Rights : Centering on Elementary-school Teachers. ´ë±¸´ëÇб³ »çȸº¹Áö´ëÇпø ¼®»çÇÐÀ§³í¹®.
À̽¿ì(1997). î¡äôùÊßæÀÇ ÷ÖùêÎçëÀ ïÙóþÛ¡îïÛ°ú¾À» À§ÇÑ æÚϼ. ùÓåÕÓÞùÊÎè ú¼ïÙÓÞùÊê ¼®»çÇÐÀ§³í¹®.
ÀÌ¿µ¾Ö(2003). Àå¾Ö¾Æµ¿ÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ ±³»ç ÀÎ½Ä ºñ±³ ¿¬±¸ : À¯Ä¡¿ø ±³»ç¿Í ÃʵîÇб³ ±³»çÀÇ ÀνÄÀ» Áß½ÉÀ¸·Î. ¾ÆÁÖ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÌ¿µ¾Ö(2006). ÁßÇб³ ±³°úº° ÅëÇÕÇбޱ³»çÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ ÀνÄ. â¿ø´ëÇб³ ¼®»çÇÐÀ§³í¹®.
ÀÌ¿µÀÎ(2005). ¹Ì¼ú±³À°°ú °úÇб³À°ÀÇ ÅëÇÕ ÇÁ·Î±×·¥ Áöµµ¹æ¾È ¿¬±¸ : 6¡­7¼¼ ¾Æµ¿À» Áß½ÉÀ¸·Î. Study of guidance for an integrated Art & Science education program : Focused on children aged 6 to 7. µ¿±¹´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÌ¿ÁÀÚ(2007). Çб³ ½£À» È°¿ëÇÑ ÅëÇÕ±³À° ÇÁ·Î±×·¥ÀÌ ¾Æµ¿ÀÇ Á¤¼­ Áö´É¿¡ ¹ÌÄ¡´Â È¿°ú. °æÀα³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÌÀº¹Ì(1997). ÁßÇб³ ½Ç¾÷ ±³À°°úÁ¤ÀÇ ÅëÇÕ¿¡ °üÇÑ ºÐ¼® ¿¬±¸ : ±â¼ú, »ê¾÷±³°ú¸¦ Áß½ÉÀ¸·Î. (An) essay about an integration of industrial art curriculum in middle school : a case of technical, industry subject. ì±ü£åüí­ÓÞùÊÎè ÎçëÀÓÞùÊê ¼®»çÇÐÀ§³í¹®.
ÀÌÀç¼ø(2003). µ¿È­¸¦ ÅëÇÑ ÅëÇÕÀû µµ´ö±³À°È°µ¿ÀÌ ¾î¸°ÀÌ µµ´ö¼º ¹ß´Þ¿¡ ¹ÌÄ¡´Â ¿µÇâ : ÀÚ¾ÆÁ¸Áß°¨°ú ŸÀÎÀÌÇظ¦ Áß½ÉÀ¸·Î. (The) Effects of Integrated Moral Education Activities through Storytelling on Children's Moral Development : Centering on Self-Esteem and Understanding of Others. ÇѽŴëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÌÁ¤¹¬(2006). ¹ß´ÞÁöü À¯¾ÆÀÇ ÅëÇÕ±³À° ±³À°°úÁ¤ Æí¼º¡¤¿î¿µÀÇ ÇöȲ°ú ¿ä±¸. ´ë±¸´ëÇб³.
ÀÌÁ¤¾Ö(2003). Ư¼ö±³À° ¿ä±¸ ¾Æµ¿ ÅëÇÕ±³À°ÀÇ Çù·Â±³¼ö¿¡ ´ëÇÑ ÀϹݱ³»ç¿Í Ư¼ö±³»çÀÇ ÀνÄ. (A) Study on Perception of General Education Teachers and Special Education Teachers about Co-Teaching of Inclusive Education for the Children with Special Needs.´Ü±¹´ëÇб³ Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÌÁ¤¿í(2004). ÅëÇÕÇÐ±Þ ±³»çÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ Åµµ¿Í ¼öÇà´É·Â°£ÀÇ »ó°ü°ü°è. ´ë±¸´ëÇб³ Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÌÁ¤ÁÖ(2002). Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À°±â°ü¿¡¼­ÀÇ ºÎ¸ð±³À° ½ÇÅ ¹× ¿ä±¸¿¡ °üÇÑ ¿¬±¸. (A) study on the actual condition of parent education and the need for it in integrated kindergarten. ´ö¼º¿©ÀÚ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÌÁ¤Èñ(1999).ôøÔõ ÷ÖùêÎçëÀΤïï ê¡ç½ÀÇ ËÇ༿¡ °üÇÑ æÚϼ. (A) Study on the improvement of operation of integrated curriculum for primary schools. Àü³²´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÌÁ¾¹Î(2005). ICT ±³À° ÅëÇÕ Áö¿ø½Ã½ºÅÛÀ» À§ÇÑ ±³¼ö.ÇнÀ ÄÜÅÙÃ÷ °ü¸® ½Ã½ºÅÛÀÇ ¼³°è ¹× ±¸Çö. A Design and implementation of teaching-learning content management system for ICT education integrated support system. ¼­¿ï±³À°´ëÇÐ ¼®»çÇÐÀ§³í¹®.
ÀÌÁø°æ(2002). º¸À°½Ã¼³ Á¾»çÀÚÀÇ Àå¾Ö¾Æ ÅëÇÕ±³À°¿¡ °üÇÑ ¿¬±¸ : ¼­¿ï½Ã ±¸¸³¾î¸°ÀÌÁý ±³»ç¸¦ Áß½ÉÀ¸·Î. Recognition comparison of the handicapped edu-care teacher and the unhandicapped edu-care teacher about the handicapped preschooler integration education : Focusing on the public childcare center operated by ward administrations in Seoul. µ¿±¹´ëÇб³ ÇàÁ¤´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÌÃá¿°(2004). î¡äôä®ÔÛ¿¡ ´ëÇÑ ìããÛ°ú ÷ÖùêÎçëÀÀÇ ÷¾Óø¿¡ ¹ÌÄ¡´Â ç¯úÂàõ æÚϼ : ñéÏÐ ðÈàØðéí»ö½ñ¶ çãÝáÎçÞÔ¸¦ ñéãýÀ¸·Î. Recognition for Children with disabilities and Attitude toward Full Inclusive Education. ðÈàØÓÞùÊÎè ÓÞùÊê ¼®»çÇÐÀ§³í¹®.
ÀÌÇâÀº(2004). ÅëÇÕ°ú ¼ÒÅëÀÇ °³³ä¿¡ µû¸¥ µðÀÚÀι̼ú°ü ±³À° ÇÁ·Î±×·¥ Á¦¾È : ¿¹¼úÀÇÀü´ç ÇÑ°¡¶÷µðÀÚÀι̼ú°üÀ» Áß½ÉÀ¸·Î. °æÈñ´ëÇб³ °æ¿µ´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÌÇöÁ¤(1997). Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À° ¹ßÀü¹æ¾È¿¡ ´ëÇÑ ¿¬±¸ : ¼­¿ï½Ã³» º¸À°½Ã¼³ Á¾»çÀÚµéÀÇ ÅëÇÕº¸À°¿¡ ´ëÇÑ Åµµ, ¿ä±¸¿Í ÀúÇØ¿äÀο¡ ´ëÇÑ ÀνÄÀ» ¹ÙÅÁÀ¸·Î. (A) STUDY ON A DEVELOPING PLAN FOR MAINSTREAMING OF PRESCHOOL CHILDREN WITH SPECIAL NEEDS. ÀÌÈ­¿©ÀÚ´ëÇб³ »çȸº¹Áö´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÌÇý¼±(2004). Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À° ¹× ÅëÇÕº¸À° º¯Ãµ°úÁ¤¿¡ °üÇÑ ºÐ¼®. Analysis on the changes of the inclusive education and the inclusive care for young children with special needs. °æ¼º´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÌÇýÀÎ(2005). ¼öÇÊ ±³À°À» À§ÇÑ Àбâ-¾²±â ÅëÇÕ ¸ðÇü ¿¬±¸ : 7~9ÇгâÀ» Áß½ÉÀ¸·Î. ÀÌÈ­¿©ÀÚ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÓ¹ÌÁø(2007). ÅëÇÕÀû Á¢±ÙÀ» ÅëÇÑ »ýŹ̼ú±³À° ¹æ¾È ¿¬±¸ : À¯¾Æ¸¦ Áß½ÉÀ¸·Î. (A) study on the eco art education program based on the integrative approach. °æÈñ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Àӹΰæ(2004). Á¦7Â÷ ±³À°°úÁ¤¿¡ µû¸¥ °íµîÇб³ 1Çгâ À½¾Ç±³°ú¼­ ºÐ¼® ¹× ÅëÇÕÀû Áöµµ¹æ¹ý ¿¬±¸ : ÀüÅëÀ½¾Ç Áß½ÉÀ¸·Î. °æÈñ´ëÇб³ ±³À°´ëÇпø.
ÀÓ¼ÛÈñ(2007). ÇÁ·Î±×·¥Àû ±³À°¹æ¹ý°ú Çаú ÅëÇÕÀû ±³À°¹æ¹ýÀÌ ÃʵîÇлýÀÇ Ã¢ÀǼº¿¡ ¹ÌÄ¡´Â È¿°ú. The Effectiveness of Program Teaching and Subject Infusion Teaching on the Creativity of Elementary Students. °æºÏ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÓÀÎö(2005). ùÊÎèÎçëÀ òõ η×âѦð¤ÀÇ ÷Öùê ê¡ç½ Û°äÐ æÚϼ : Á¾ÇÕÀåÇÐÁöµµ¿Í Çб³Æò°¡, Á¾ÇÕ°¨»ç¸¦ Áß½ÉÀ¸·Î. A Study on incorporating mechanisms of quality management school education. Çѱ¹±³¿ø´ëÇб³ ±³À°Á¤Ã¥´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÓÁ¤³²(2003). ½Ã°¢Àå¾ÖÇлýÀÇ ÅëÇÕ±³À°¿¡ °üÇÑ ¿¬±¸. µ¿±¹´ë ÇàÁ¤´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÓÁ¤¿Á(2002). Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À°¿¡ ´ëÇÑ ÀϹÝÇбޱ³»ç¿Í ÅëÇÕÇбޱ³»çÀÇ ÀÎ½Ä ºñ±³. °øÁÖ´ëÇб³ Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀÓÁö¿µ(2006). ÁÖÀÇ·Â °áÇÌ °úÀ×ÇൿÀå¾Ö(Attention Deficit Hyperactivity Disorder) À¯¾Æ¿¡ ´ëÇØ ÅëÇÕ ±¹¾Ç±³À°ÀÌ ¹ÌÄ¡´Â È¿°ú¿¡ °üÇÑ ¿¬±¸. Áß¾Ó´ëÇб³ ±¹¾Ç±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Àå¸í¼±(2000). û°¢Àå¾Ö¾Æµ¿ÀÇ À¯Ä¡¿ø ÅëÇÕ±³À°¿¡ ´ëÇÑ ÁúÀû ¿¬±¸. ´ë±¸´ë ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Àå¸í¼ö(2006). Ư¼ö±³À°º¸Á¶¿øÁ¦ ¿î¿µ ½ÇÅÂ¿Í ¼º°ú¿¡ ´ëÇÑ ÅëÇÕÇбޱ³»ç, Ư¼öÇбޱ³»ç, Ư¼ö±³À°º¸Á¶¿øÀÇ ÀÎ½Ä ºñ±³ Á¶»ç ¿¬±¸. °æÀα³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
À念ÀÎ(2004). ÅëÇÕÀû ¹®Çб³À° ¹æ¹ýÀÇ ¿¬±¸ : <ÃáÇâÀü>À» Áß½ÉÀ¸·Î. A study on the integrated literary education : centering on the <Chunhyang-jeon>. à÷гνÓÞùÊÎè ¼®»çÇÐÀ§³í¹®.
ÀåÀºÁ¤(2006). ÃʵîÇб³ ÅëÇÕÇÐ±Þ ¿î¿µ ½ÇÅÂ¿Í ÅëÇÕ±³À°¿¡ ´ëÇÑ ±³»çÀÇ ÀνÄ. ´ë±¸´ëÇб³ ¼®»çÇÐÀ§³í¹®.
ÀåÀºÈ­(2005). Çѱ¹¾î Àб⡤¾²±â ÅëÇÕ ±³À°À» À§ÇÑ ¿ä¾àÇϱâ Áöµµ¹æ¾È : ¼³¸í¹® ÅؽºÆ®¸¦ Áß½ÉÀ¸·Î. ÇѾç´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀåÀçµµ(2002). ±³È¸Çб³ ÁßµîºÎ ±³À°°úÁ¤¿¡ °üÇÑ ¿¬±¸ : Àå·Î±³ ÅëÇÕ±³È¸ ¡¸Çϳª´ÔÀÇ ³ª¶ó¡¹ ±³À縦 Áß½ÉÀ¸·Î. (A) study on the curriculum of the secondary school department of church school : focused on the teaching materials of ¡¸The Kingdom of God¡¹of the presbyterian united (Tonghap) church. ¿¬¼¼´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀåÈñ¼ö(2004). ÃʵîÇб³ ÇиðÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ °´°üÀû¡¤ÁÖ°üÀû ŵµ ºñ±³. ´ë±¸´ëÇб³ Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Àü¾Ö¸®(2003). û°¢Àå¾ÖÇб³¿Í ÀϹÝÇб³°£ ÅëÇÕ±³À°°æÇè¿¡ µû¸¥ ÀϹݾƵ¿ÀÇ Àå¾Ö¾Æµ¿¿¡ ´ëÇÑ ÀνÄ. â¿ø´ë ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÀüÀº¿Á(2005). Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À°¿¡ ´ëÇÑ ±³»çÀÇ Åµµ : Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À°±â°ü°ú ÀϹÝÀ¯¾Æ ±³À°±â°üÀÇ ºñ±³ : Comparison of a disabled child integrated education organization and a general child educational institution. Attitude of a teacher about disabled child integrated education. °¡Å縯´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¤°è¸í(2003). Ãʵ¾î±³À°¿¡¼­ À̾߱⸦ È°¿ëÇÑ ÅëÇÕÇнÀÀÇ È¿°ú. ÀÎõ±³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¤³²¿¬(2006). ÅëÇÕ±³À° ȯ°æ¿¡¼­ ºÐ¸®±³À° ȯ°æÀ¸·Î ÀüȯµÈ Àå¾ÖÇлýÀÇ ½ÇÅ ¹× ¿øÀÎ ¹è°æ¿¡ °üÇÑ Á¶»ç¿¬±¸. °øÁÖ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¤¸íÈñ(1999). °úÇб³À°°ú ¾Æµ¿¹®ÇÐÀÇ ÅëÇÕÀû Áöµµ È¿°ú. ÀÎõ±³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¤»ó¿µ(2002). ÅëÇÕ±³À°¿¡ ´ëÇÑ ½Ã°£Á¦ Ư¼öÇбޱ³»ç¿Í ¿øÀûÇбޱ³»çÀÇ ÀνļöÁØ. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¤¼®°ï(2006). Àå¾ÖÇлýÀÇ ÅëÇÕ±³À°¿¡ ´ëÇÑ Âü¿©Áý´Ü°£ÀÇ ÀÎ½Ä ºñ±³ : ¿ï»ê±¤¿ª½Ã ÀÏ¹Ý°è °íµîÇб³¸¦ Áß½ÉÀ¸·Î. Comparison of views on integrated education for disabled students between participating groups : general high schools in Ulsan.  Çѱ¹±³¿ø´ëÇб³ ±³À°Á¤Ã¥´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¤¼®¹ü(2001). ÇнÀÀÚ Áß½ÉÀÇ ±¹¾î±³À° ¹æ¹ý ¿¬±¸ : ¾ð¾î ±â´É ¿µ¿ªÀÇ ÅëÇÕÀ» Áß½ÉÀ¸·Î. (A) Study on Korean Language Education focused on Learners. ìÒô¹ÓÞùÊÎè ÎçëÀÓÞùÊê ¼®»çÇÐÀ§³í¹®.
Á¤¿µ°æ(1991). °æµµ Á¤½ÅÁöü À¯¾ÆÀÇ ÅëÇÕ±³À°¿¡ °üÇÑ ¿¬±¸, ´Ü±¹´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¤¿µ¹Ì(2007).ÅëÇÕ±³À° °æÇè¿¡ µû¸¥ ¾î¸°ÀÌÁý ±³»çÀÇ ÅëÇÕ±³À° ÀνĿ¡ °üÇÑ ¿¬±¸. (An) Investigative Study on Recognition for Nursery Teacher's Integrated Education based on Its Experience. ±¤½Å´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¤¿µ¼±(2005). ÁÖÁ¦Á᫐ ÅëÇÕ±³À°°úÁ¤¿¡¼­ ÀÎÅͳÝÈ°¿ë ¹®Á¦Á᫐ ÇнÀÀÌ Çо÷¼ºÃë¿Í ±³°ú³»¿ë Èï¹Ìµµ¿¡ ¹ÌÄ¡´Â È¿°ú. In the integrated curriculum based on theme, the effects of problem-based learning with internet on academic achievements and interest of subject contents. °æÀα³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¤¿µ¿Á(2005). î¡äôêêä®ÀÇ ðÄѢ̸ۡ ¹× ÷ÖùêÎçëÀÀ» À§ÇÑ êêöÃê® ÎçÞÔÀÇ ÷åâ¨ÎçëÀ¿¡ ´ëÇÑ ìããÛ. Kindergarten teachers' perception on early identification of children with disabilities and inclusion. æ°â©ÓÞùÊÎè ÎçëÀÓÞùÊê ¼®»çÇÐÀ§³í¹®.
Á¤À±ÁÖ(2002). ÅëÇÕ±³À° ½ÇÇàÀÇ Çù·ÂÀûÀÎ ±³»ç¿ªÇÒ¿¡ ´ëÇÑ ¼­¿ï½Ã Ư¼ö±³»ç¿Í ÅëÇÕÇÐ±Þ ±³»çÀÇ ÇÊ¿äµµ ÀÎ½Ä ¹× ½ÇÇ൵ ºñ±³. Perception and Actual Performance of Special Educators and General Educators in their Collaborative Teacher Roles for Inclusion of Students with Disabilities. ÀÌÈ­¿©ÀÚ´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¤Àº¼÷(2004). °æµµ Á¤½ÅÁöü¾Æ(EMR)¿Í ºñ Àå¾Ö ÃʵîÇлý°úÀÇ »ýŽÅÇÐÀû ÅëÇÕ±³À°. (A) study on the ecology theological integration education for the mental retarded children from the perspective of ecological theology. ¿¬¼¼´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¤ÇõÀç(2001). Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À°¿¡ ´ëÇÑ Çкθð ÀÎ½Ä ¹× ¿ä±¸ Á¶»ç : °ø¸³À¯Ä¡¿ø Ư¼öÇÐ±Þ ¹× Ư¼öÇб³ À¯Ä¡ºÎ ºÎ¸ð¸¦ Áß½ÉÀ¸·Î. (A) Research study on the Understanding and Demand of Mainstreaming for the Parents of Children with Disabilities : Focused on Parents of Children Enrolled in the Special Classes of Public Kindergartens and in the Preschool Classes of Special Schools. ¼º½Å¿©ÀÚ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¤Çö¿Á(2004). 'Àå¾Ö¾Æ ÅëÇÕ±³À°' À» ÅëÇÑ µµ´ö¼º ÇÔ¾ç ¹æ¾È ¿¬±¸ : ÁßµîÇб³ µµ´ö°ú(7-10Çгâ)¸¦ Áß½ÉÀ¸·Î. (A) Study on the moral development 'integrated education' of handicapped children. Çѱ¹±³¿ø´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¤ÇýÀ±(2005). Çѱ¹ Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À° ÀνĿ¡ °üÇÑ ÁúÀû ¿¬±¸ : ÀÇÁ¤ºÎ A¾î¸°ÀÌÁý ±³»ç¿Í Çкθ𸦠Áß½ÉÀ¸·Î. (A) Qualitative Study on People's Perception on Inclusive Education for Disabled Infants in Korea : Focused on teachers and parents at A Childcare Center in Euijeongbu. °­³²´ëÇб³ »çȸº¹ÁöÀü¹®´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¤Èñ¼·(2004). ÅëÇÕ±³À° Àå¸é¿¡¼­ÀÇ ±³À°°úÁ¤ ½ÇÇà ¹æ·«. ´ë±¸´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¦½ÂÀÚ(2004). Á¦7Â÷ ±³À°°úÁ¤ »çȸ°ú ÅëÇÕ´Ü¿ø ºÐ¼® : 10Çг⠻çȸ ±³°ú¼­¸¦ Áß½ÉÀ¸·Î. (An) analysis of the intergrated chapter of social studies in the 7th curriculum : focused on the social textbook in 10 glade. ¿¬¼¼´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¶°æÈ­(2004). ÅëÇÕÀû Ú¸âúÎçëÀ Á¢±Ù¹ýÀÌ 6-7¼¼ ¾Æµ¿ÀÇ Ú¸âúÇ¥Çö¿¡ ¹ÌÄ¡´Â ¿µÇâ : âÀÇÀû Ú¸âúÇ¥Çö Áß½ÉÀ¸·Î. The effects of childhood's art expression (age - 6 to 7) by the whole approach methods of art education : On the focus of creative art expression.´ë±¸´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¶¼®È¯(2002). Àμº ±³À°À» À§ÇÑ ÃʵîÇб³ µµ´ö°ú ±³À°ÀÇ ÅëÇÕÀû ±³¼ö ÇнÀ ¸ðÇü. °æÀα³À°´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¶¼±¹Ì(1998). ÃʵîÇб³ »çȸ°ú ÅëÇÕ±³À°°úÁ¤¿¡ °üÇÑ ¿¬±¸ : ¹Ì±¹°ú È£ÁÖÀÇ ½ºÆ®·£µå Á᫐ ÅëÇÕ±³À°°úÁ¤ »ç·ÊºÐ¼®À» Áß½ÉÀ¸·Î. ¼­¿ï±³À°´ëÇб³ ¼®»çÇÐÀ§³í¹®.
Á¶¼ºÀÚ(2004). ¹Ì¼ú±³À°¿¡¼­ÀÇ ±³À°°úÁ¤ ÅëÇÕ¿¡ °úÇÑ ¿¬±¸. (A) Study on curriculum integration in art education. °øÁÖ±³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¶¼öÇü(2001). ÑõÝÁùÛ ÷ÖùêÀÇ ÎºïÇ¿¡¼­ º» ÷ÖìéÎçëÀ Û°ú¾ Ù¸ßã : ÑõÝÁùÛ ñéÔõ Ô³ÓìÎçΡ Ò®é»À» ñéãýÀ¸·Î. (An) educational exploration for the inter-Korean unification from the standpoint of integration. à÷гνÓÞùÊÎè ÎçëÀÓÞùÊê ¼®»çÇÐÀ§³í¹®.
Á¶¼÷°æ(2004). ÅëÇÕ±³À°È¯°æ ¹× È°µ¿ÀÌ Ã»°¢Àå¾ÖÀ¯¾ÆÀÇ ¾ð¾îÈ°µ¿¿¡ ÁÖ´Â È¿°ú. ´Ü±¹´ë Ư¼ö±³À°´ëÇпø. ¼®»çÇÐÀ§³í¹®.
Á¶¾Ö¸®(2004). ¿µ±¹ÀÇ ±³À°¹ý¿¡ ³ªÅ¸³­ Àå¾Ö¾Æ ÅëÇÕ±³À°ÀÇ Æ¯Â¡ÀÌ Çѱ¹ ÅëÇÕ±³À° ¹ßÀü¿¡ ÁÖ´Â ½Ã»çÁ¡ ¿¬±¸. A Study on Seeking the Directions of Korea Inclusive Education from the Special Features of Inclusive Education Presented in the British Education Act.´ë±¸´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¶Àº¾Æ(2007). ½Ç°ú±³À°¿¡¼­ »çȸ, ¹Ì¼ú ±³°ú¿ÍÀÇ ÅëÇÕ¿¡ °üÇÑ ¿¬±¸ : 6ÇгâÀ» Áß½ÉÀ¸·Î. (A)Study on the integration of social studies and the fine arts subject in practical arts education. ÀüÁÖ±³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¶ÀÎÈñ(2002). Ư¼ö¾Æµ¿ ÅëÇÕ±³À°¿¡ °üÇÑ ÃʵîÇб³ ±³»çÀÇ ÀνÄ. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¶Á¤Àº(2007). ÀüÅë¹Ì¼ú °¨»óÁöµµÀÇ ÅëÇÕ±³À° ÇÁ·Î±×·¥ : ¹Ì¼ú°ú¿Í »çȸ°úÀÇ ÅëÇÕÀ» Áß½ÉÀ¸·Î. (A) program for integrated education of tradition fine art : with a focus on integraiton between fine art and sociology. ºÎ»ê±³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Á¶È­¿î(2005). ÅëÇÕÀû Ãø¸éÀÇ ³ëÀα³À° ½ÇÅ¿¡ °üÇÑ ¿¬±¸ : ³ëÀκ¹Áö ÀÌ¿ë½Ã¼³À» Áß½ÉÀ¸·Î. (A) study on the condition of integral senior citizen education : mainly on facilities of senior citizens' welfare. ¼º°á´ëÇб³ »çȸº¹Áö´ëÇпø ¼®»çÇÐÀ§³í¹®.
Áø±âÈ­(2006). Å丶½º ¸®ÄÚ³ª(Thomas Lickona)ÀÇ ÅëÇÕÀû Àΰݱ³À°À¸·Î¼­ÀÇ µµ´ö±³À°. ¼º±Õ°ü´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÁøÁ¤¹Î(2005). À½¾Ç°ú ÅëÇÕ±³À°À» À§ÇÑ ¹æ¹ý ¿¬±¸ : È°µ¿ ¿µ¿ªÀ» Áß½ÉÀ¸·Î. Methods of combinational education for teaching in music: especially in musical activities. °è¸í´ëÇб³ ¼®»çÇÐÀ§³í¹®.
Â÷¸íÁØ(2005). ¹Ì¼ú °¨»ó±³À°À» ÅëÇÑ ÅëÇÕÁöµµ ¹æ¾È¿¬±¸ : ±¹»ç±³°ú¿Í ¹Ì¼ú±³°úÀÇ ÅëÇÕÀ» Áß½ÉÀ¸·Î. Integrative Teaching in Art Attreciation Class : especially combination of Art and Korean History. Áß¾Ó´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Â÷Çý¿µ(2006). À¯¾Æ±³À°±â°üÀÇ ÅëÇÕ±³À° ½Ç½Ã¸¦ À§ÇÑ Á¦ ¿äÀÎ ºÐ¼®. A Study on the Analysis of Factors for Practising the Inclusion in Early Childhood Education Institution.°æ³²´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
ä¹Ì°æ(2001). ÅëÇÕ±³À°ÀÌ ºñÀå¾ÖÀ¯¾ÆÀÇ Àå¾ÖÀ¯¾Æ¿¡ ´ëÇÑ Àνİú À¯¾ÆÀÇ »çȸÁ¤¼­ ¹ß´Þ¿¡ ¹ÌÄ¡´Â ¿µÇâ : The Impact of Mainstreaming on the Cognition of the Handicap and Emotional - Social Development of Children. ÀÎõ´ëÇб³ ¼®»çÇÐÀ§³í¹®.
õÁØÈ£(2002). »çȸ°ú ±³À°°úÁ¤ ÅëÇÕ¿¡ ´ëÇÑ ±³»çÀÇ È£ÀÀµµ¿¡ °üÇÑ ¿¬±¸ : 7Â÷ ±³À°°úÁ¤ ÁßÇб³ Áß½ÉÀ¸·Î. ä¬ñ¶ÓÞùÊÎè ÎçëÀÓÞùÊê ¼®»çÇÐÀ§³í¹®.
ÃÖ¹ÌÁ¤(2006).À¯Ä¡¿ø ÅëÇÕ±³À°°ú ÅëÇÕ±³À° ¹ßÀü¹æ¾È¿¡ ´ëÇÑ ±³»çÀÇ ÀνĿ¬±¸ : ¼­¿ï, °æ±â¸¦ Áß½ÉÀ¸·Î. ´Ü±¹´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÃÖº´ÀÍ(2006). ÅëÇÕÁ¶Á÷ ±³À°ÈÆ·ÃÀÇ ½Ç¹«ÀüÀÌ¿¡ ¿µÇâÀ» ¹ÌÄ¡´Â ¿äÀο¡ °üÇÑ ¿¬±¸ : SÀºÇà ÅëÇÕÁ¶Á÷ ±³À°ÈÆ·ÃÀ» Áß½ÉÀ¸·Î. (A) study on factors affecting practical transfer of education and training for integrated organizations. ¿¬¼¼´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÃÖ¼ø¿Á(1999). ÁöüºÎÀÚÀ¯¾ÆÀÇ ÅëÇÕ¡¤±³·ù ±³À° °æÇè¾Ö µû¸¥ ÃÊ¡¤ÁßµîÇб³ ±³»çÀÇ Åµµ ºÐ¼®. ´ë±¸´ëÇб³ ¼®»çÇÐÀ§³í¹®.
ÃÖ¿µ¼÷(1997). ¿­¸°±³À°À» À§ÇÑ ôøÔõùÊÎè ÷ÖùêÎçëÀΤïï î¢Ï°à÷ Û°äп¡ °üÇÑ æÚϼ. A study on the Re-organization of Elementary Integrated Curriculum Toward Open Education. â×Ù¥åüí­ÓÞùÊÎè ¼®»çÇÐÀ§³í¹®.
ÃÖ¿µ¼÷(2000).ÅëÇÕ±³À°À» À§ÇÑ Ã»´ÉÈÆ·Ã ÇÁ·Î±×·¥ÀÌ Ã»°¢Àå¾Ö À¯¾ÆÀÇ ÀÇ»ç¼ÒÅë °³¼±¿¡ ¹ÌÄ¡´Â È¿°ú. ´ë±¸´ë ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÃÖ¿ëö(2006)À¯·´¿¬ÇÕ(EU)ÀÇ ±³À°ÅëÇÕ¿¡ °üÇÑ ¿¬±¸ : °íµî±³À°À» Áß½ÉÀ¸·Î.¿¬¼¼´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÃÖÀ¯Áø(2006). È°µ¿Á᫐ ÅëÇÕ±³À°°úÁ¤À» À§ÇÑ À¯¾Æ¹«¿ë±³À°ÀÇ Çʿ伺 ¿¬±¸ : À¯Ä¡¿ø ±³»çÀÇ ÀÎÁöµµ Á¶»ç Áß½ÉÀ¸·Î. (A) study on the necessity of infantile dance education for consolidated curriculum centering around activity. Áß¾Ó´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÃÖÀ±¿µ(2006). ¾Æµ¿±â ÇÇ¾Æ³ë ±³À°ÀÇ Áöµµ¹æ¾È ¹× ¿¬½À°úÁ¦¿¡ ´ëÇÑ °íÂû : ÅëÇÕÀ̷аú ÀÚ±âÁ¶ÀýÇнÀÀ̷п¡ ±Ù°ÅÇÏ¿©. (A) Study on Instruction and Practice Tasks for Childhood Piano Education : Based on Integration Theory and Self-regulated learning Theory. ÌÙê®ÓÞùÊÎè ÓÞùÊê ¼®»çÇÐÀ§³í¹®.
ÃÖÀ±Èñ(2000). °íµîÇб³ Ư¼öÇÐ±Þ ÇлýÀ» À§ÇÑ Áö¿ª»çȸ ÅëÇÕ Áغñ ±³À°°úÁ¤ ¿î¿µ ½ÇÅ ¹× ±³»çµéÀÇ ÀÎ½Ä ºñ±³ ¿¬±¸ : Ư¼öÇÐ±Þ ±³»ç¿Í ¿øÀûÇÐ±Þ ±³»ç¸¦ Áß½ÉÀ¸·Î. (A) comparative Study on Teacher Awareness of Curriculum for Special class Student's Community Integration in High School. ÀÌÈ­¿©ÀÚ´ëÇб³ ±³À°´ëÇпø.
ÃÖÀÀ±â(2003). Á¦6Â÷¿Í Á¦7Â÷ ±³À°°úÁ¤ÀÇ ÅëÇÕ¹æ½Ä ºñ±³. (A) Comparision of integration type in the sixth and seventh curriculum. Çѱ¹±³¿ø´ëÇб³ ¼®»çÇÐÀ§³í¹®.
ÃÖÀμ÷(2003). ÅëÇÕ±³À° ½ÇÇàÀ» À§ÇÑ ±³»çÀÚÁú¿¡ ´ëÇÑ ÅëÇÕÇбޱ³»çÀÇ ÀνÄ. (A) Study on perception of inclusive classroom teacher of teacher's competencies for working in inclusive education. ºÎ»ê´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÃÖÁ¤¹Ì(2006). ÅëÇÕ±³À°¿¡ ´ëÇÑ ±³À°´ëÇб³ÀçÇлýµéÀÇ Åµµ. ´ë±¸´ëÇб³ ¼®»çÇÐÀ§³í¹®.
ÃÖÁö¿µ(2000). ¿¹ºñÀ¯¾Æ±³»ç¿Í À¯¾Æ±³»çÀÇ Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À° ŵµ¿¡ °üÇÑ ¿¬±¸ : °æÇ躯Àΰú ±³»çÈ¿´É°¨À» Áß½ÉÀ¸·Î. Áß¾Ó´ëÇб³ »çȸ°³¹ß´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÃÖÇØ¿Á(2006). Àå¾Ö¾Æ ÅëÇÕ±³À°¿¡ ´ëÇÑ ÀϹݱ³»çµéÀÇ ÀνĿ¡ °üÇÑ ¿¬±¸ : ÃʵîÇб³¸¦ Áß½ÉÀ¸·Î. ´Ü±¹´ëÇб³ ¼®»çÇÐÀ§³í¹®.
Æí¹Î¾Æ(2007). Àå¾ÖÀ¯¾Æ ÅëÇÕÇб޻óȲ¿¡¼­ º¸À°±³»çÀÇ ³îÀ̱³¼öÈ¿´É°¨°ú ÅëÇÕ±³À°¿¡ ´ëÇÑ ±³»ç½Å³ä. ÀÌÈ­¿©ÀÚ´ëÇб³ ´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÆíÁ¤¼÷(1986). ÅëÇÕ±³À°°úÁ¤ÀÇ ÀÌ·ÐÀû °íÂû : ±¸¼º ¹× ¿î¿µÀ» Áß½ÉÀ¸·Î. ¼÷¸í¿©ÀÚ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Çϱ¤È£(2000). ¹®Á¦Áß½ÉÇнÀ(Problem-Based Learning) °úÁ¤À» ÅëÇÑ ÅëÇÕÀû ȯ°æ±³À° ÇÁ·Î±×·¥ÀÇ °³¹ß°ú È¿°ú. Çѱ¹±³¿ø´ëÇб³ ¼®»çÇÐÀ§³í¹®.
ÇϺ´¼ö(2005). ÅëÀÏ ÈÄ ³²ºÏÇÑ ÃʵîÇб³ üÀ°±³À°°úÁ¤ ÅëÇÕ¹æ¾È. Integration study on physical education curriculum in elementary schools in North and South Korea after reunification. ¼­¿ï±³À°´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÇÑ°æÃâ(2004). ÅëÇÕ±³À°¿¡ ´ëÇÑ ÅëÇÕÇбޱ³»çÀÇ ¿ä±¸ºÐ¼® : ¿ï»ê±¤¿ª½Ã ÃʵîÇб³¸¦ Áß½ÉÀ¸·Î. (An) analysis on integrated class teachers' requirements about inclusive education. ê¥ß£ÓÞùÊÎè ÎçëÀÓÞùÊê ¼®»çÇÐÀ§³í¹®.
ÇÑ¿Á¶õ(2003). ÅëÇÕ±³À°ÀÇ ÃËÁøÀ» À§ÇÑ ÅëÇÕÇбޱ³»ç¿Í Ư¼öÇÐ±Þ ±³»çÀÇ Çù·ÂÁ¤µµ¿Í °³¼±¹æ¾È. Degree and strategies of cooperation improvements between integration class teachers and special class teachers for the promotion of inclusive educations. °øÁÖ´ëÇб³ Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÇÑÀº¼÷(2003). °æµµÀå¾ÖÀ¯¾Æ ÅëÇÕ±³À°¿¡ °üÇÑ ±³»çÀÇ ÀÎ½Ä ¹× ±³À°³»¿ë¿¡ °üÇÑ ¿¬±¸. A Study on Teachers' Recognition and Educational Contents of Integrate Education for Children with Light Handicap. °æ±â´ëÇб³ ¼®»çÇÐÀ§³í¹®.
ÇÑÁø¼÷(2003). ÀÏ¹Ý°è °íµîÇлýÀÇ Æ¯¼º¿¡ µû¸¥ ÅëÇÕ±³À° ¼ö¿ë ŵµ. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÇÑâ¼÷(2005). À¯¾ÆÀÇ Ã¢ÀǼº °³¹ß°ú ÅëÇÕ±³À°È°µ¿ : ÀÚ¿¬Ä£È­ÀûÀÎ »êÃ¥À» Áß½ÉÀ¸·Î. ÇѾç´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÇÑÇý¼ø(2005). ÅëÇÕ±³À° Àå¾ÖÀ¯¾Æ ¾Æ¹öÁö¿Í ºñÅëÇÕ±³À° Àå¾ÖÀ¯¾Æ ¾Æ¹öÁöÀÇ ¾çÀ°½ºÆ®·¹½º. °æÈñ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ÇÔÁÖÈñ(2005). ÃʵîÇб³ ¿¹¼ú±³À°À» À§ÇÑ ÅëÇÕ ±³À°ÀÇ È°¿ë¹æ¹ý ¿¬±¸. °æ¼º´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
Çã¹ÌÁ¤(2002). Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À° È¿°ú¿¡ ´ëÇÑ ¾î¸°ÀÌÁý ±³»çÀÇ ÀνĿ¡ °üÇÑ ¿¬±¸ : ÅëÇÕ±³À°À» ½Ç½ÃÇÏ°í ÀÖ´Â ¾î¸°ÀÌÁýÀ» Áß½ÉÀ¸·Î.A study on the Child Care Center Teachers' Perceptions toward the Effectiveness of Integrated Education for the Young Children with Disabilities. îïñ¶ÓÞùÊÎè ¼®»çÇÐÀ§³í¹®.
ÇãÈ¿³²(2005). Ư¼ö±³À°º¸Á¶¿øÀ» È°¿ëÇÑ ÅëÇÕ±³À°¿¡ ´ëÇÑ Æ¯¼öÇÐ±Þ ±³»çÀÇ ÀνÄ. ´ë±¸´ëÇб³ ¼®»çÇÐÀ§³í¹®.
È«¹Ì°æ(2005). 5¼¼¾Æ ¹«»ó±³À°¿¡ µû¸¥ °æ±âµµ °ø¸³À¯Ä¡¿øÀÇ Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À° Áö¿ø ½ÇÅ ¹× ¿ä±¸. °øÁÖ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
È«½Â¿µ(2003). ±³È¸Çб³ ±³½Ç¿¡¼­ Àå¾Ö¾Æµ¿ ÅëÇÕ±³À°À» À§ÇÑ ±âµ¶±³±³À°°úÁ¤ ¼³°è. (A) Study on Designing Christian Educational Curriculum for Integrated Class in Church. õÅãêÓÞùÊÎè ÓÞùÊê ¼®»çÇÐÀ§³í¹®.
È«¿µ¼ø(2003). ÅëÇÕ±³À°¿¡¼­ À½¾ÇÄ¡·á¸¦ ÅëÇÑ Æ¯¼öÇÐ±Þ ÇлýÀÇ Ç¥Çö·Â Çâ»ó¿¡ °üÇÑ »ç·Ê¿¬±¸ : ÀÏ¹Ý°è °íµîÇб³ Ư¼öÇбÞÀ» Áß½ÉÀ¸·Î. Effect of music therapy program to promote self-expression of special studetns in inclusive education : a case study with special students in a high school special class. ¿ø±¤´ëÇб³ º¸°Çȯ°æ´ëÇпø ¼®»çÇÐÀ§³í¹®.
È«À¯¼÷(2002). À¯¾Æ±³À°Àü°ø ´ëÇлýÀÇ Àå¾ÖÀ¯¾Æ ÅëÇÕ±³À°¿¡ ´ëÇÑ Åµµ ¿¬±¸. A Study on the Attitudes of the Students Majoring in Pre-school Children's Education towards the Included Education for Handcapped Children. ´Ü±¹´ëÇб³.
È«Áö¾ð(2005). ÃÊµî ¿µ¾î ±³À°¿¡¼­ÀÇ ±³°ú ÅëÇÕ¿¡ °üÇÑ ¿¬±¸ : ÃʵîÇб³ 4ÇгâÀ» Áß½ÉÀ¸·Î. (A) study of integrated Enlish education in elementary school.È«ÀÍ´ëÇб³ ±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ȲºÐ¿Á(2007). ÅëÇÕ±³À°ÀÇ ¹®Á¦Á¡ ¹× °³¼±¹æ¾È¿¡ ´ëÇÑ ÅëÇÕÇÐ±Þ ±³»çÀÇ ÀνÄ. â¿ø´ëÇб³ ¼®»çÇÐÀ§³í¹®.
ȲÀ±°æ(2001). À¯¾ÆÅëÇÕ±³À°¿¡¼­ Çù·ÂÇнÀ¼öÇà ¿¬±¸. ´ë±¸´ë Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ȲÀΰ©(2002). ÀϹݱ³À° ±³»ç¿ÍÀÇ °øµ¿Çù·ÂÀ» ÅëÇÑ ÃʵîÇб³ ÅëÇÕ±³À°ÀÇ È¿°ú. °øÁÖ´ëÇб³ Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ȲÁØ¿µ(2007). ÃʵîÇб³ °ü¸®ÀÚÀÇ ÅëÇÕ±³À°°ú Ư¼ö±³À°º¸Á¶¿øÁ¦¿¡ ´ëÇÑ ÀÎ½Ä ¹× ¿ä±¸ ºÐ¼®. A Perception and Needs Analysis of Elementary School Superintendents on Integration Education and Teacher-Aide System in Special Education. ´ë±¸´ëÇб³ Ư¼ö±³À°´ëÇпø ¼®»çÇÐÀ§³í¹®.
ȲÁø¿Á(2005). Àб⡤¾²±â ÅëÇÕ ³íÁõÅؽºÆ® ±³À° ¹æ¾È : ÅëÇÕ³í¼ú±³À°ÀÇ ±âÃÊÀû Á¢±Ù. (A) study on the teaching method by the integrated argumentative text of reading and writing : A fundamental approach on the integrated argumentative essay education.°æ±â´ëÇб³ ±¹Á¦¡¤¹®È­´ëÇпø ¼®»çÇÐÀ§³í¹®.

 
 

Total 8
¹øÈ£ Á¦   ¸ñ ±Û¾´ÀÌ ³¯Â¥ Á¶È¸ Ãßõ
8 »ý¾Ö Áֱ⺰ ¿¬·É ±¸ºÐ Á¶È«Áß 08-14 2321 0
7 Çï·»ÄÌ·¯°ú ¾Ø ¼³¸®¹ø Á¶È«Áß 05-20 12693 0
6 ½Ã°¢Àå¾Ö¿Í û°¢Àå¾Ö Á¶È«Áß 04-18 12435 61
5 2023³â Çѱ¹ Ư¼ö±³À° ½ÇÅ Á¶È«Áß 04-21 15426 516
4 ¼®, ¹Ú»ç °úÁ¦¾È³» ͯîðåÞÏ£ Á¶È«Áß 11-09 17363 631
3 ÅëÇÕ±³À° °ü·Ã ÇÐÀ§³í¹® Á¶È«Áß 01-16 20955 1330
2 ½Ã°¢Àå¾Ö ¹Ú»çÇÐÀ§³í¹® ¸ñ·Ï Á¶È«Áß 12-26 17721 1347
1 ½Ã°¢Àå¾Ö ¼®-¹Ú»çÇÐÀ§³í¹®¸ñ·Ï(Á¾ÇÕ) Á¶È«Áß 12-21 22580 1624

Copyright(c) Cho Hong Joong All rights reserved.
Comments & Questions
hongjoong-cho@hanmail.net , develop2015@naver.com