HOME / ¹®¼¸¶ÄÏ / ³í¹® / »çȸ°úÇкоß
±¹³» ÅëÇÕ±³À°ÀÇ ¹®Á¦ÇØ°á ¹æ¾ÈÀ¸·Î¼ ÁßÀç¹ÝÀÀ¸ðÇü °¡´É¼º Ž»ö ³í¹® ÀÚ·áÀÔ´Ï´Ù
¼Ò°³±Û
Á¦¸ñ : ±¹³» ÅëÇÕ±³À°ÀÇ ¹®Á¦ ÇØ°á ¹æ¾ÈÀ¸·Î¼ ÁßÀç¹ÝÀÀ¸ðÇü °¡´É¼º Ž»ö
ÀúÀÚ : Á¤±¤Á¶, ±èµ¿ÀÏ
¹ßÇàÇÐȸ : Çѱ¹ÅëÇÕ±³À°ÇÐȸ [The Korean Society Of Inclusive Education]
¹ßÇàÁ¤º¸ : ÅëÇÕ±³À°¿¬±¸ Á¦ 9±Ç 1È£ pp.159-184(26 pages)
¹ßÇà³âµµ : 2014
ÀúÀ۽ñâ : 2014³â 5¿ù
¸ñÂ÷
¥°. ¼·Ð
¥±. ¹Ì±¹ÀÇ ÅëÇÕ±³À°¿¡¼ ÁßÀç¹ÝÀÀ¸ðÇüÀÌ °®´Â ÀǹÌ
¥². ±¹³» ÅëÇÕ±³À°¿¡¼ ÁßÀç¹ÝÀÀ¸ðÇüÀÌ °®´Â ½Ã»çÁ¡
¥³. °á·Ð ¹× ³íÀÇ
º»¹®³»¿ë
±¹³» ÅëÇÕ±³À°ÀÇ ¹®Á¦Á¡Àº ÀϹݱ³À°¿¡¼ÀÇ ÅëÇÕÇб޿¡¼ÀÇ
±³À°°úÁ¤Àû ÅëÇÕ±³À°¿¡ ´ëÇÑ °ü½ÉÀÇ ºÎÁ·, ÀϹݱ³»ç¿Í Ư¼ö±³»çÀÇ Çù·ÂÀÇ ºÎÀç ±×¸®°í ÅëÇÕÇбÞÀÇ ÀϹݱ³»ç¿¡°Ô Á¦°øÇØ ÁÙ ¼ö ÀÖ´Â Áõ°Å-±â¹Ý ÁßÀç ºÎÁ·À¸·Î ÀÎÇØ ÀϹÝÇб³ÀÇ Æ¯¼ö±³À°´ë»óÇлýµéÀÌ È¿°úÀûÀÌ°í ÀûÇÕÇÑ ±³À°À» Á¦°ø¹Þ±â ¾î·Æ´Ù´Â °ÍÀÌ´Ù. º» ¿¬±¸¿¡¼´Â ¹Ì±¹ÀÇ ÁßÀç¹ÝÀÀ¸ðÇü(RTI : Response to Intervention)ÀÇ °¡´É¼ºÀ» Ž»öÇغ¸°í ±¹³»¿¡ ÁßÀç¹ÝÀÀ¸ðÇüÀ» Àû¿ëÇÏ¿© ÀϹݱ³À°°ú Ư¼ö±³À°ÀÇ ¿¬°è, ÀϹݱ³»ç¿Í Ư¼ö±³»ç°¡ ü°èÀûÀÌ°í Á¦µµÀûÀÎ Çù·Â ÁøÇà ±×¸®°í ±³À°°úÁ¤Áß½ÉÃøÁ¤°ú °úÇÐÀû Áõ°Å-±â¹ÝÀÇ ÁßÀ縦 Á¦°øÇÏ¿© ¸ðµç Çлý¿¡°Ô È¿°úÀûÀÌ°í ÀûÇÕÇÑ ±³À°À» Á¦°øÇÏ´Â ¹æ¾ÈÀ» Á¦½ÃÇÏ°íÀÚ ÇÏ¿´´Ù. ¾ÕÀ¸·Î ±¹³»¿¡¼µµ ÁßÀç¹ÝÀÀ¸ðÇüÀ» Á¦µµÀûÀ¸·Î ±ÔÁ¤ÇÏ°í ÇϳªÀÇ ±³À°°³ÇõÀÇ ¹æ¾ÈÀ¸·Î ÀϹÝÇб³¿¡ Àû¿ëµÉ ¼ö ÀÖµµ·Ï ÇÏ´Â ¿¬±¸¿Í ÇöÀåÀ» Áö¿øÇÏ¿© ±¹³» ÅëÇÕ±³À°ÀÌ ÀϹݱ³»ç¿Í Ư¼ö±³»çÀÇ ÅëÇÕ±³À°À» À§ÇÑ Çù·ÂÀÇ Á¦µµÈ¿Í ÅëÇÕÇб޿¡¼ÀÇ ¸ðµç Çлý¿¡ ´ëÇÑ Ã¥¹«¼º °øÀ¯¿Í °È¸¦ ÅëÇØ ¸ðµç ÇлýÀ» À§ÇÑ ÅëÇÕ±³À°À¸·Î ³ª¾Æ°¡±â¸¦ ±â´ëÇÑ´Ù.
The problems of inclusive educ
ation are that there is a lack of
evidence-based interventions a
nd in an absence of cooperation between general
education teachers and special
educations teacher in Korea. It is because of
general education educators¡¯la
ck of interest in the study and practice of
inclusive education. Therefore
, students who need special education and at-risk
students aren¡¯t able to receiv
e appropriate education in regular classrooms.
To solve these problems, Korea
needs to study the application of RTI in USA
and looks at the possibility o
f applying RTI in Korea as the alternative of
inclusive education. In USA, R
TI was developed to unite general education and
special education through the
cooperation of general education teachers and
special education teachers to
implement CBM and evidenced-based intervention
at general classrooms in gener
al schools.
Therefore, it is necessary for
RTI to be institutionalized as a part of law of
special education and for Kore
a to support the study and practice of RTI. With (ÀÌÇÏ »ý·«)
Âü°í¹®Çå
¾øÀ½
Àüü 26 page Áß 1 page±îÁö ¹Ì¸®º¸±â°¡ °¡´ÉÇÕ´Ï´Ù.
¹ÞÀº º°Á¡
0/5
0°³ÀÇ º°Á¡
¹®¼°øÀ¯ ÀڷḦ µî·ÏÇØ ÁÖ¼¼¿ä.
¹®¼°øÀ¯ Æ÷ÀÎÆ®¿Í Çö±ÝÀ» µå¸³´Ï´Ù.
Æ÷ÀÎÆ® : ÀÚ·á 1°Ç´ç ÃÖ´ë 5,000P Áö±Þ
Çö±Ý : ÀÚ·á 1°Ç´ç ÃÖ´ë 2,000¿ø Áö±Þ
ÀúÀÛ±Ç Á¤º¸
À§ Á¤º¸ ¹× °Ô½Ã¹° ³»¿ëÀÇ Áø½Ç¼º¿¡ ´ëÇÏ¿© ¾ÅÅ©Á¸Àº º¸ÁõÇÏÁö ¾Æ´ÏÇϸç, ÇØ´ç Á¤º¸ ¹× °Ô½Ã¹° ÀúÀ۱ǰú ±âŸ ¹ýÀû Ã¥ÀÓÀº ÀÚ·á µî·ÏÀÚ¿¡°Ô ÀÖ½À´Ï´Ù.
À§ Á¤º¸ ¹× °Ô½Ã¹° ³»¿ëÀÇ ºÒ¹ýÀû ÀÌ¿ë, ¹«´Ü ÀüÀ硤¹èÆ÷´Â ±ÝÁöµÇ¾î ÀÖ½À´Ï´Ù.
ÀúÀÛ±ÇħÇØ, ¸í¿¹ÈÑ¼Õ µî ºÐÀï¿ä¼Ò ¹ß°ß½Ã °í°´¼¾ÅÍÀÇ ÀúÀÛ±Ç Ä§ÇØ½Å°í¸¦ ÀÌ¿ëÇØ Áֽñ⠹ٶø´Ï´Ù.
ºê·£µå Á¤º¸
°í±Þ ³í¹®À» Á¦°øÇÏ´Â ÇÐÁö»ç ´º³í¹®Àº Àü¹® Çо÷ ºÐ¾ß¿¡ ÃÖ°íÀÇ ÀڷḦ º¸ÀåÇϸç
°¢Á¾ ¿¬±¸ »ç·Ê¿Í ¹Ì·¡ ºÐ¼® µîÀÇ ÀڷḦ ÅëÇØ Àι®ÇÐ, »çȸ ÀÚ¿¬°úÇÐ ºÐ¾ßÀÇ ±íÀÌ Àִ Ž»öÀ» ÇÒ ¼ö ÀÖ°Ô µµ¿Íµå¸®°Ú½À´Ï´Ù.
ÆǸÅÀÚ·á ¼ö : 32,704°Ç