1-1 통합교육 7

Ⅰ. 협력적 접근(통합교육)의 팀 구성 ································································································ 8

Ⅱ. 통합교육의 교육적 접근 ··············································································································12

1-2 개별화 17

1-3 진단과 평가 21

Ⅰ. 평가 ···········································································································································22

Ⅱ. 측정 ···········································································································································23

Ⅲ. 사정 ···········································································································································25

1-4 전환교육 31

Ⅰ. 전환교육의 절차 ··························································································································32

Ⅱ. 자기결정기술 ·······························································································································42

1-5 가족 지원 45

2-1 시각장애 47

Ⅰ. 시각계 손상 ·································································································································48

Ⅱ. 저시력 학생의 교육적 접근 ········································································································50

Ⅲ. 맹학생의 교육적 접근 ·················································································································57

2-2 지체중복 및 건강장애 67

Ⅰ. 신체적 조건이나 상태 ·················································································································68

Ⅱ. 교육적 접근 ·································································································································72

Ⅲ. 건강장애 ······································································································································85

2-3 특수교육공학 87

Ⅰ. 각종 공학 기기 ···························································································································88

Ⅱ. 서비스 ·········································································································································90

Ⅲ. 전략과 실제 ·································································································································92

3-1 정서행동장애 97

Ⅰ. 개념적 모델 ······························································································································· 98

Ⅱ. 정서행동장애 ····························································································································· 99

3-2 자폐성장애 111

Ⅰ. 특성 ···········································································································································112

Ⅱ. 교육 ···········································································································································116

3-3 문제행동수정 123

Ⅰ. 행동을 변화시키는 방법 ············································································································124

Ⅱ. 긍정적 행동지원 ························································································································132

Ⅲ. 행동관찰 ····································································································································138

Ⅳ. 실험 설계 ··································································································································141

4-1 청각장애 146

Ⅰ. 청각계 손상 ·································································································································147

Ⅱ. 교육적 접근 ·································································································································155

4-2 의사소통장애 165

Ⅰ. 의사소통 과정의 개요 ·················································································································166

Ⅱ. 의사소통장애 유형 및 중재 ········································································································167

Ⅲ. 보완 ․ 대체 의사소통체계(AAC) ····································································································173

5-1 지적장애 185

Ⅰ. 정의 및 다차원적 접근 ···············································································································186

Ⅱ. 특성 및 교육적 접근 ···················································································································192

5-2 학습장애 199

Ⅰ. 개인 내적 기능 ···························································································································200

Ⅱ. 학문학습장애 ·······························································································································204

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