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2017.02.13
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ÅëÇÕ±³À°ÁßÀç¹ÝÀÀ¸ðÇüÅëÇÕÇбÞÁõ°Å±â¹ÝÁßÀçInclusionresponsetoInterventionInclusiveclassroomevidencebasedintervention
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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

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±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·«)

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