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

Hot News
Q & A
Seminar

img11.gif


 
ÀÛ¼ºÀÏ : 03-12-28 12:25
ÀϹÝÇÐ±Þ Çù·Â±³¼ö ÇüÅ´Â?
 ±Û¾´ÀÌ : Á¶È«Áß (210.¢½.211.133)
Á¶È¸ : 15,674   Ãßõ : 1,824  
¢Ã Çù·Â±³¼öÀÇ °³³äÀº?

1. Çù·Â±³¼öÀÇ °³³ä
  Çù·Â±³¼ö´Â ÀϹÝÀûÀ¸·Î Ư¼ö±³À° ´ë»óÇлýÀÌ ÅëÇÕµÈ ÅëÇÕÇб޿¡¼­ ÀϹݱ³À°±³»ç¿Í Ư¼ö±³À°±³»ç°¡ µ¿µîÇÑ ±ÇÇÑ°ú °øµ¿ÀÇ Ã¥ÀÓ°¨À» °®°í ¸ðµç ÇлýÀ» °¡¸£Ä¡´Â ±³¼ö À¯ÇüÀ¸·Î °³³äÈ­ ÇÒ ¼ö Àִµ¥, ÀÌ¿¡ ´ëÇØ ÇÐÀڵ鸶´Ù ´Ù¼Ò Â÷ÀÌÁ¡ÀÌ ÀÖ´Ù. Çù·Â±³¼öÀÇ °³³äÀ» »ìÆ캸¸é ´ÙÀ½°ú °°´Ù.

1) Bauwens, Hourcade ±×¸®°í Friend(1989)
Çù·Â±³¼ö(cooperative teaching)´Â ÀϹݱ³À°±³»ç¿Í Ư¼ö±³À°±³»ç°¡ °³ÀÎÂ÷°¡ ½ÉÇÑ ÀÌÁúÀûÀÎ ÇлýÀÇ Áý´ÜµéÀ» ±³À°ÀûÀ¸·Î ÅëÇÕµÈ »óȲ(¿¹; ÀϹÝÇбÞ)¿¡¼­ °øµ¿À¸·Î °¡¸£Ä¡±â À§ÇØ Çù·ÂÇÏ¸ç µ¿µîÇÏ°Ô ¾÷¹«¸¦ ÇÏ´Â ±³À°Àû Á¢±ÙÀÌ´Ù(¡¦Áß·«). Çù·Â±³¼ö¸¦ ÇÒ ¶§ ÀϹݱ³À°±³»ç¿Í Ư¼ö±³À°±³»ç´Â ÀϹÝÇб޿¡ µ¿½Ã¿¡ Á¸ÀçÇÏ¸ç ±³½Ç ³»¿¡¼­ ¹ß»ýÇÏ´Â Á¦¹Ý ±³À°Àû °áÁ¤¿¡ À־ °øµ¿ÀÇ Ã¥ÀÓÀ» Áö´Â °Í.

2) Cook°ú Friend(1995)
Çù·Â±³¼ö(co-teaching)¶õ ÇÑ °ø°£ ³»¿¡¼­ µÑ ¶Ç´Â ±× ÀÌ»óÀÇ Àü¹®°¡°¡ ´Ù¾çÇÏ°í È¥ÇÕµÈ Çлý Áý´Ü¿¡°Ô ½ÇÀçÀûÀÎ ±³¼ö¸¦ ÀÌÇàÇÏ´Â °Í.

3) Parrot, Driver ±×¸®°í Evaes(1992)
Çù·Â±³¼ö(collaborative teaching)´Â ÀϹݱ³À°±³»ç¿Í Ư¼ö±³À°±³»ç°¡ ÀϹÝÇб޳»ÀÇ ¸ðµç ÇлýµéÀÇ Æò°¡, °èȹ, ±³¼ö, Á¶»ç µî¿¡ ´ëÇØ ±³À°Àû Ã¥ÀÓÀ» °øÀ¯ÇÏ´Â °Í.

  Áö±Ý±îÁö »ìÆ캻 Çù·Â±³¼öÀÇ °³³äÀ» Á¾ÇÕÇغ¸¸é, Çù·Â±³¼ö´Â ÀϹݱ³À°±³»ç¿Í Ư¼ö±³À°±³»ç°¡ °áÇÕÇÏ¿© °øµ¿À¸·Î ±³¼öÇÏ´Â °ÍÀ¸·Î º¼ ¼ö ÀÖ´Ù.
  °á·ÐÀûÀ¸·Î Çù·Â±³¼ö(Co-teaching)¶õ ÀϹݱ³À°±³»ç¿Í Ư¼ö±³À°±³»ç°¡ Ư¼ö±³À°Àû Áö¿øÀÌ ¿ä±¸µÇ´Â ÇлýÀÌ ÅëÇÕµÈ ÅëÇÕÇб޿¡¼­ °øµ¿À¸·Î ¼ö¾÷Çϸç, ÅëÇÕÇÐ±Þ ³»ÀÇ ¸ðµç Çлý¿¡°Ô ÁúÀûÀÎ ±³À°À» Á¦°øÇϱâ À§ÇØ ÆòµîÇÑ ÀÔÀå¿¡¼­ ¾÷¹« ¹× ¿ªÇÒ, ±³¼ö, ÇнÀÆò°¡, Çбްü¸®, Çлý°ü¸® µî Á¦¹Ý °áÁ¤ »çÇ׿¡ ´ëÇØ ÁÖµµÀûÀ¸·Î Âü¿©ÇÏ´Â ±³¼öÈ°µ¿

2.Çù·Â±³¼öÀÇ À¯Çü

1) ±×¸²ÀÚ ±³¼ö(shadow teaching)
  ÀϹݱ³À°±³»ç°¡ ÁÖ·Î ±¸Ã¼ÀûÀÎ ³»¿ëÀ» °¡¸£Ä¡´Â ¹Ý¸é¿¡, Ư¼ö±³À°±³»ç´Â ÇнÀÀ̳ª Çൿ¿¡ ¹®Á¦¸¦ °¡Áø Çлý ÇÑ µÎ ¸íÀ» ´ë»óÀ¸·Î ¿·¿¡¼­ Á÷Á¢ °¡¸£Ä£´Ù. ÀÌ ÇüÅ´ Ư¼ö±³À°±³»ç°¡ Àå¾Ö¸¦ °¡Áø Çлý¸¸À» °¡¸£Ä¡¹Ç·Î ¿ÀÈ÷·Á ÅëÇÕµÈ »óȲ¿¡¼­ ¡®Àå¾Ö ³«ÀΡ¯ÀÌ µÎµå·¯Áú ¼ö ÀÖ´Ù. ÀÌ À¯Çü¿¡¼­´Â µÎ Àü¹®°¡ÀÇ Çù·Â±³¼ö¸¦ ÀüÇô ±â´ëÇÒ ¼ö ¾ø´Ù°í º¼ ¼ö ÀÖ´Ù.

2) ±³¼ö-Áö¿øÇüÅÂ(one teach, one assist)
  ÀϹݱ³À°±³»ç°¡ Àü¹ÝÀûÀÎ ±³¼öÈ°µ¿À» ÁÖµµÇÏ°í, Ư¼ö±³À°±³»ç´Â ÇÐ±Þ ÁÖº¯À» ¼øȯÇÏ¸ç °³º°ÀûÀ¸·Î Çлý¿¡°Ô Áö¿øÀ» Á¦°øÇÑ´Ù. À̶§ ÀÚÄ© À߸øÇϸé Ư¼ö±³À°±³»ç´Â ±³½ÇÀÇ ÇÑ Á¶·ÂÀÚ·Î Àü¶ôÇÏ¿© Áï, ¡®ÁØ Àü¹®°¡ ÇÔÁ¤¡¯¿¡ ºüÁú ¼ö ÀÖÀ¸¹Ç·Î À̸¦ °æ°èÇÏ¿©¾ß ÇÑ´Ù(Friend & Cook, 1992). Ư¼ö±³À°±³»ç´Â ÀϹݱ³À°±³»ç¿¡ ºñÇÏ¿© Çб޳»ÀÇ ¿ªÇÒ¿¡ ´ëÇÏ¿© ¸¸Á·°¨ÀÌ ÀûÀ¸¹Ç·Î ÀÌ À¯Çü ¿ª½Ã È¿°úÀûÀÎ Çù·Â±³¼ö°¡ µÉ ¼ö ¾ø´Ù.

3) ½ºÅ×ÀÌ¼Ç ±³¼ö(station teaching)
  ÀϹݱ³À°±³»ç¿Í Ư¼ö±³À°±³»ç°¡ ÇÏÀ§Áý´Ü Çлý¿¡°Ô ´Ù¸¥ ³»¿ëÀ» °¡¸£Ä¡´Âµ¥, ÀÌ ÇлýµéÀº ÇÑ ÇнÀÀÌ ³¡³ª¸é ÇнÀ À§Ä¡¸¦ ±³´ëÇÑ´Ù. ÀÌ ÇüÅ¿¡¼­´Â ±³À°°úÁ¤ ³»¿ëÀÌ µÎ ºÎºÐÀ¸·Î ³ª´µ¾îÁø´Ù. ÇÑ ±³»ç´Â ÇбÞÇлý ¹Ý¿¡°Ô ±× ³»¿ë ¹ÝÀ» ±³¼öÇÏ°í, ´Ù¸¥ ±³»ç´Â ³ª¸ÓÁö Çлý ¹Ý¿¡°Ô ±× ³»¿ëÀÇ ´Ù¸¥ ¹ÝÀ» ±³¼öÇÑ´Ù. ±× µÎ ±×·ìÀÌ ¹Ù²î°í ±³»ç´Â °¢ÀÚÀÇ ±³¼ö¸¦ ¹Ýº¹ÇÑ´Ù.

4) ÆòÇà±³¼ö(parallel teaching)
  µÎ ±³»ç°¡ ÇбÞÀÇ ÇлýÀ» ¹ÝÀ¸·Î ³ª´©¾î °¢ ±³»ç°¡ µû·Îµû·Î ¹ÝÀ» ±³¼öÇϹǷΠ°³º°È­ ±³¼ö°¡ °¡´ÉÇÏ´Ù. À̶§ °°Àº ³»¿ëÀ» ÇÑ ±³»ç´Â Åä·Ð½ÄÀ¸·Î ÁöµµÇÏ°í, ´Ù¸¥ ±³»ç´Â ÁúÀÇ¡¤ÀÀ´äÀÇ ÇüÅ·ΠÁöµµÇÒ ¼ö ÀÖÀ¸¸ç °¢°¢ÀÇ ¾Æµ¿Àº ÀڱⰡ ÁÁ¾ÆÇÏ´Â ÇüÅÂÀÇ ÇнÀÁý´Ü¿¡ °¡¼­ ÇнÀÇÒ ¼ö ÀÖ´Ù.
5) º¸¿ÏÀû ±³¼ö(complementary teaching)
ÀϹݱ³À°±³»ç°¡ ÁÖ·Î ±¸Ã¼ÀûÀÎ ÇнÀ³»¿ëÀ» °¡¸£Ä¡°í, Ư¼ö±³À°±³»ç´Â ÇнÀ´É·ÂÀ̳ª ±³°úÇнÀ°ú °ü·ÃµÈ ±â´É(academic survival skills)À» ÁÖ·Î °¡¸£Ä£´Ù. Áï, ÀϹݱ³À°±³»ç´Â ÇнÀ³»¿ë Àü¹Ý¿¡ Ã¥ÀÓÀ» Áö°í, Ư¼ö±³À°±³»ç´Â ¸Þ¸ðÇϱâ, Àб⿡¼­ ÁÖ¿äÇÑ ¾ÆÀ̵ð¾î È®ÀÎÇϱ⳪ ¿ä¾àÇϱâ, ±×¸®°í ÇнÀ¿¡ °ü·ÃµÈ ±â¼ú µî ÇнÀ¹æ¹ý¿¡ °ü½ÉÀ» °®´Â´Ù.

6) Áö¿øÀû ±³¼ö(support teaching)
  ÀϹݱ³À°±³»ç´Â ÁÖ·Î ±¸Ã¼ÀûÀÎ ³»¿ëÀ» °¡¸£Ä¡°í, Ư¼ö±³À°±³»ç´Â Çлýµé¿¡°Ô ³»¿ëÀÇ º¸ÃæÀûÀÌ°í ±¸Ã¼ÀûÀÎ ÇнÀÈ°µ¿À» °³¹ßÇÏ°í ÀÌÇàÇÑ´Ù. Áï, ÀϹݱ³À°±³»ç°¡ ÇнÀ³»¿ëÀ» °¡¸£Ä¡°Å³ª ¼Ò°³Çϸé, Ư¼ö±³À°±³»ç´Â ÀϹݱ³À°±³»ç¿¡ ÀÇÇØ °¡¸£ÃÄÁø Ưº°ÇÑ ÇнÀ³»¿ëÀ» º¸ÃæÇÏ°í dzºÎÇÏ°Ô Çϱâ À§ÇØ »çÀü¿¡ ³íÀÇµÈ º¸ÃæÀûÀÎ ÇÁ·Î±×·¥À» Àû¿ëÇÑ´Ù.

7) ´ë¾ÈÀû ±³¼ö(alternative teaching)
  ÀϹݱ³À°±³»ç´Â ´ëºÎºÐÀÇ Çлý ±³¼ö¿¡ Ã¥ÀÓÀ» Áö°í, Ư¼ö±³À°±³»ç´Â ±³À°°úÁ¤ ¼öÁ¤À» ¿ä±¸ÇÏ´Â ÇлýµéÀÇ Áý´ÜÀ» °¡¸£Ä£´Ù. Áï, ÇбÞÀÇ ÇлýÀ» ´ë±×·ì°ú ¼Ò±×·ìÀ¸·Î ³ª´­ ¶§ ¼Ò±×·ìÀº ÇнÀ¿¡ ¾î·Á¿òÀ» º¸ÀÌ´Â ÇлýÀ̳ª ¿ì¼öÇÏ¿© ±³À°°úÁ¤ ³»¿ëÀ» ´õ dzºÎÈ÷ ¼öÁ¤ÇÏ´Â °ÍÀÌ ÇÊ¿äÇÑ Çлýµé¿¡°Ô ¸ðµÎ »ç¿ëµÉ ¼ö ÀÖ´Ù. ¾Æµ¿ÀÇ ´É·Â¿¡ µû¶ó Áý´ÜÀ» Æí¼ºÇÏ¿© Ư¼ö±³À° ¿ä±¸ÇлýÀÌ ¼Ò¼ÓµÈ Áý´Ü¿¡´Â ±âÃÊÀûÀÎ ³»¿ëÀ» ÁöµµÇÑ´Ù. ´É·ÂÀÌ ÁöüµÈ ¾Æµ¿ Áý´ÜÀº ±âÃÊÇнÀÀ» ÁöµµÇÑ ÈÄ¿¡ º»½Ã ÇнÀ³»¿ëÀ» ÁöµµÇÏ°í, ¿ì¼ö Áý´Ü¿¡´Â º»½Ã ÇнÀ³»¿ëÀ» ÁöµµÇÑ ÈÄ¿¡ ½ÉÈ­ÇнÀÀ¸·Î À̲ø¾î°£´Ù.

8) ÆÀ ±³¼ö(team teaching)
  µÎ ±³»ç°¡ ÇÑ ±³½Ç ¾È¿¡¼­ °øÀ¯µÈ ±³¼ö Áöµµ·ÂÀ» º¸ÀδÙ. µÎ ±³»ç´Â ±³¼öÀû È°µ¿¿¡ µ¿µîÇÏ°Ô Âü¿©ÇÑ´Ù. ÀϹݱ³À°±³»ç¿Í Ư¼ö±³À°±³»ç´Â °èȹ ¼¼¿ì±â, ±³¼öÇϱâ, ±³À°³»¿ëÀ» ¼öÇàÇÏ°í Æò°¡Çϴµ¥ µ¿µîÇÑ Ã¥ÀÓ°¨À» °øÀ¯ÇÑ´Ù. ±×·¯³ª ¼ö¾÷ ½Ã°£¿¡ ÇÑ ±³»ç°¡ ±³¼öÀÇ Æ¯º°ÇÑ À¯ÇüÀ̳ª ±³À°°úÁ¤ÀÇ ºÎºÐ¿¡ ÀÏÂ÷ÀûÀΠåÀÓ°¨À» Áö´Ñ´Ù´Â °ÍÀ» °¡Á¤ÇÑ´Ù. ¿¹¸¦ µé¸é, Ư¼ö±³À°±³»ç´Â Á÷Á¢±³¼ö ÀýÂ÷¸¦ »ç¿ëÇÏ¿© ÇнÀ µµÀÔÀ» À§ÇØ »õ·Î¿î ¾îÈÖ¸¦ ¼Ò°³ÇÏ°í, ÀϹݱ³À°±³»ç°¡ ¼ö¾÷À» ÁøÇàÇϸé Ư¼ö±³À°±³»ç´Â ÇлýµéÀÌ ±× ³»¿ëÀ» ȹµæÇϵµ·Ï ¸ð´ÏÅÍ ÇÑ´Ù(Bauwens, Hourcade & Friend, 1989).
 
3. Çù·Â±³¼öÀÇ ÀåÁ¡Àº?
1) Çù·Â±³¼öÀÇ ÀåÁ¡
  Çù·Â±³¼ö´Â ±³»ç¿Í Çлýµé¿¡°Ô ÀåÁ¡ÀÌ Àִµ¥, Çлý¿¡°Ô ÁÖ´Â ÀåÁ¡Àº ´ÙÀ½°ú °°´Ù. Çù·Â±³¼ö´Â Ư¼ö±³À° ´ë»óÇлýÀ» ÅëÇÕÇбÞÀ¸·Î ȯ±ÞÀ» ÃËÁø½ÃÅ°¸ç, »çÀü°èȹÀÇ ¿øÄ¢¿¡ ÀÇÇØ Æ¯¼ö±³À° ´ë»óÇлý¿¡°Ô ÇÊ¿äÇÑ ¼­ºñ½º¸¦ ÀûÀýÇÏ°Ô Á¦°øÇÑ´Ù(Bauwens et al, 1989). Çù·Â±³¼ö´Â Ư¼ö±³À° ¿ä±¸ÇлýµéÀÌ ÀÚ±â ÀڽŰú ŸÀο¡ ´ëÇØ ±àÁ¤ÀûÀΠŵµ¸¦ °®°Ô Çϸç(Friend et al, 1993; Thousand & Villa, 1990, Walther-Thomas, 1996; Yau, 1988), Çù·Â±³¼ö¸¦ È°¿ëÇϸé ÀϹÝÇб޿¡¼­ Á»´õ °³º°È­ ÇнÀÀÌ °¡´ÉÇÏ´Ù°í º¸°í ÀÖ´Ù(Bauwens et al, 1989; Standford, 1995; Thousand & Villa, 1990; Yau, 1988). ¶ÇÇÑ Çù·Â±³¼ö°¡ Ư¼ö±³À° ¿ä±¸ÇлýÀº ¾Æ´ÏÁö¸¸ ÀϹÝÇб޿¡¼­ ÇнÀÀÇ À§±â »óÅ¿¡ ³õ¿©ÀÖ´Â Çлýµé¿¡°Ôµµ ºÎ°¡ÀûÀÎ ÇýÅÃÀ» ÁÙ ¼ö ÀÖ´Ù´Â Á¡ÀÌ´Ù(Bauwens et al., 1989; Thousand & Villa, 1990; Walther-Thomas et al., 1996; Yau, 1988). ±×¸®°í Çù·Â±³¼ö´Â Ư¼ö±³À° ¿ä±¸ÇлýÀÇ ÇнÀÀû ¹× »çȸÀû ´É·ÂÀ» ÁõÁø½Ãų ¼ö ÀÖ´Ù´Â °ÍÀÌ´Ù(Friend et al., 1993; Walther-Thomas et al., 1996).
  Çù·Â±³¼ö°¡ ±³»ç¿¡°Ô ÁÖ´Â ÀÌÁ¡À¸·Î´Â ±³»çµéÀÌ Çù·ÂÈ°µ¿¿¡ °ü¿©ÇÔÀ¸·Î½á Àü¹®¼ºÀ» °³¹ßÇÏ°í, ±³»çµé°£ÀÇ ÀÇ»ç¼ÒÅëÀ» ÁõÁø½ÃÅ°°í, ºÒÇÊ¿äÇÑ ³ë·ÂÀÇ Áߺ¹À» ¿¹¹æÇÏ°í, ½ºÆ®·¹½º·Î ±âÀÎÇÏ´Â °íµ¶°ú ¼ÒÁø°¨À» °¨¼Ò½ÃÅ°°í, ÀÚ¿ø°ú ±³¼ö ÀÚ·áµéÀ» °øÀ¯Çϸç, Ư¼ö±³À°±³»ç¿Í ÀϹݱ³À°±³»çÀÇ Áö½Ä, ´É·Â, ±×¸®°í ±â¼ú µîÀ» °áÇÕÇÒ ¼ö ÀÖ´Ù´Â °ÍÀÌ´Ù(Campbell-Whatley, 1994; Cook & Friend, 1995; Stainback & Stainback, 1990). Áï, Çù·Â±³¼öÀÇ ¹èÄ¡´Â ±³»çµé¿¡°Ô Á÷¾÷Àû Àü¹®¼º¿¡ ´ëÇÑ ÀáÀ缺°ú ÀÚ±ØÀ» À¯µµÇÏ´Â ÀÌÁ¡ÀÌ Àִµ¥(Bauwens et al, 1989; Standford, 1995; Thousand & Villa, 1990; Yau, 1988), 2¸íÀÇ Àü¹® Á÷¾÷ÀÎÀÌ ÇÔ²² ÀÛ¾÷À» ÇÑ´Ù´Â °ÍÀº ´Ù¾çÇÑ ´É·Â°ú Àü¹®¼ºÀ» ÀϹÝÇб޿¡ Á¦°øÇÒ ¼ö ÀÖ´Ù´Â °ÍÀÌ´Ù(Bauwens et al, 1989; Friend et al., 1993; Standford, 1995; Hallahan & Kauffman, 1994; Thousand & Villa, 1990). Bauwens µî(1989)¿¡ ÀÇÇÏ¸é ´ëºÎºÐÀÇ ÀϹݱ³À°±³»çµéÀº ±³À°°úÁ¤ ¹× ±×¿Í °ü·ÃµÈ »çÇ×µé, ƯÈ÷ ÀüÅëÀûÀÎ ÇнÀ ¿µ¿ª¿¡¼­ À¯´ÉÇÒ »Ó¸¸ ¾Æ´Ï¶ó ´ëÁý´ÜÀ» ´Ù·ç´Âµ¥ À־µµ °æÇèÀÌ ¸¹À¸¸ç ´É¼÷ÇÏ´Ù. ¹Ý¸é¿¡ Ư¼ö±³À°±³»çµéÀº ÀüÅëÀûÀ¸·Î ±³À°°úÁ¤¿¡¼­ ¾î·Á¿î ºÐ¾ß¿¡¼­ Àü¹®¼ºÀ» °³¹ßÇØ ¿Ô°í, ÀϹݱ³À°±³»ç¿¡°Ô ¿ä±¸µÇ´Â ±³½Ç ³»ÀÇ ÀÌÁúÀûÀÎ Çлýµé¿¡°Ô ÀûÀýÇÑ ±³¼öÀÚ·á ¹× Àü·«Àû ±â¼úµéÀÇ Àû¿ë°ú ºÐ¼® µîÀ» °³¹ßÇØ ¿Ô´Ù. °Ô´Ù°¡ ´ëºÎºÐÀÇ Æ¯¼ö±³À°±³»ç´Â ÀÀ¿ëÇൿºÐ¼®ÀýÂ÷ »Ó¸¸ ¾Æ´Ï¶ó °³º°È­ ±³À° ÇÁ·Î±×·¥ °³¹ß¿¡ ¸¹Àº °æÇèÀ» °¡Áö°í ÀÖ¾î, µÎ Àü¹®°¡°¡ ÇÔ²² ¼ö¾÷ÇÏ´Â Çù·Â±³¼ö´Â ¸¹Àº ÀÌÁ¡À» ÁØ´Ù.


4. Çù·Â±³¼öÀÇ ¹®Á¦Á¡Àº?
  Çù·Â±³¼ö ½ÇÇà¿¡ ÀÖ¾î ÀáÁ¤ÀûÀ¸·Î Á¦±âµÉ ¼ö ÀÖ´Â ¹®Á¦·Î´Â ±³»çµé°£ÀÇ ±ÇÇÑ¿¡ ´ëÇÑ Æòµî¼º È®º¸¿Í ÀÇ»ç¼ÒÅë ±â¼úÀÇ ºÎÁ·, Ư¼ö±³À° ´ë»óÇлýµéÀÇ ±³À°¿¡ ´ëÇÑ °áÁ¤ ±ÇÇÑ ºÎÁ·, ÀÚ·á °øÀ¯ °ÅºÎ, °øµ¿ÀÇ ¸ñÇ¥¸¦ Ãß±¸Çϴµ¥ À־ À¯¿¬¼º ºÎÁ·, ¼ö¾÷°èȹ¿¡ ÇÊ¿äÇÑ ½Ã°£°ú ÀÛ¾÷·®ÀÇ Áõ°¡, ±ÇÇÑ ºÎÁ· µîÀÌ´Ù(Bauwens et al., 1989; Campbell-Whatley, 1994; Cook & Friend, 1995; Villa, Thousand, Stainback, & Stainback, 1992).
  ¶ÇÇÑ Çù·Â±³¼ö½Ã ¿ì·ÁµÇ´Â »çÇ×Àº Çù·Â±³»çµé°£ÀÇ Á¤Ã¼¼º »ó½Ç(Pugach & Wesson, 1995), ºñ¿ëÈ¿°ú(Friend et al., 1993) µîÀÌ Æ÷ÇԵȴÙ. ¿©±â¼­ Á¤Ã¼¼º »ó½ÇÀ̶õ Çù·Â±³»çµéÀÌ ÀÌÁ¦ ´õ ÀÌ»ó ±×µé ÀڽŸ¸ÀÇ  ±³½ÇÀ» °¡Áú ¼ö ¾ø°í, ¶ÇÇÑ ±×µéÀÇ ±³½Ç ¿î¿µ¿¡ ´ëÇÑ ÅëÁ¦±ÇÀ» »ó½ÇÇÑ °ÍÀ̶ó´Â ´À³¦À» ÀǹÌÇÑ´Ù.
¶Ç ´Ù¸¥ ¿¬±¸¿¡ ÀÇÇϸé, Çù·Â±³¼ö´Â ÀϹÝÇлýµé¿¡°Ô ¹ÌÄ¥ ¼ö ÀÖ´Â ÇнÀÈ¿°ú¿Í ÇнÀ ºÐÀ§±â¿¡¼­ÀÇ ¿ªÈ¿°ú°¡ ÀïÁ¡È­ µÉ ¼ö ÀÖ´Ù°í ÁöÀûÇÏ¿´´Ù. Áï, ÇÐ±Þ ÇлýµéÀÇ ¼öÇà ¼öÁØÀÌ ÇÏÇâÀ¸·Î Á¶Á¤µÉ ¼ö ÀÖÀ¸¸ç, ¿ÀÈ÷·Á ÀϹÝÇлý¿¡ ´ëÇÑ ±³¼öÀû °ü½ÉÀÌ ÁÙ¾îµå´Â °æÇâÀ» º¸ÀÏ ¼ö ÀÖ´Ù´Â ¿ì·Á´Ù. ¶ÇÇÑ Çù·Â±³¼öÀÇ ¼öÇà¿¡ µû¶ó ¾ß±âµÉ ¼ö ÀÖ´Â ÁÖº¯ ±³À° ȯ°æÀÇ ±Þº¯¿¡ ´ëÇÑ ¿°·ÁÀÌ´Ù. Áï, ±³»ç¿Í Çкθð, ±³À°°ü·Ã ¼­ºñ½º Àü¹®°¡ ±×¸®°í ÁØ Àü¹®°¡, Çб³ ÇàÁ¤°¡ µîÀº ¿ÏÀüÅëÇÕ ÇнÀ ºÐÀ§±â¿¡ ´ëÇÑ »õ·Î¿î ȯ°æ ÀûÀÀ, °ü·Ã ¼­ºñ½ºÀÇ »ó½Ç¿¡ µû¸¥ Á÷Àå °í¿ë»óÅÂÀÇ º¯È­, ±âÁ¸°ú´Â »óÀÌÇÑ ¿ªÇÒÀÇ º¯È­ µî ¶§¹®¿¡ ¿ÀÈ÷·Á °ÅºÎ°¨À» ³ªÅ¸³¾ ¼ö ÀÖ´Ù´Â °ÍÀÌ´Ù. ±×¸®°í Çù·Â±³¼ö ¼öÇà¿¡ µû¸¥ °èȹ ¹× Áغñ¸¦ À§ÇÑ °øµ¿ ÀÛ¾÷¿¡ ¼Ò¿äµÇ´Â ½Ã°£ÀÇ Ãß°¡ ¹®Á¦°¡ ÀïÁ¡ÀÌ µÉ ¼ö ÀÖ´Ù.(Friend & Bursuck, 1996; Meyen, Vergason, & Whean, 1996).
  ÀÌ»ó ¿¬±¸ÀÇ °á°ú¸¦ Á¾ÇÕÇØ º¼ ¶§, ºÐ¸íÈ÷ Çù·Â±³¼ö´Â ±³»ç¿Í Çлýµé¿¡°Ô ¸¹Àº ÀåÁ¡À» °¡Áö°í ÀÖÁö¸¸, ±³¼öÈ°µ¿ Ãø¸é¿¡¼­ ±³½Ç ¹®È­ÀÇ »õ·Î¿î º¯È­¸¦ ¿ä±¸ÇÔÀ¸·Î½á ±âÁ¸Ã¼Á¦¿¡ Àͼ÷ÇØÁø ±³»çµé¿¡°Ô´Â ½É¸®Àû, ±³¼öÀû, »çȸÀû Ãø¸é¿¡¼­ ºÎ´ã°¨ÀÌ °¡ÁߵǴ °Í¸¸Àº »ç½ÇÀÌ´Ù.



  À¯Àå¼øÀÇ ÅëÇÕÇб޿¡¼­ÀÇ Çù·Â±³¼ö¿¡¼­ ÀçÀοë
  Bauwens, J., Hourcade, J., & Friend, M. (1989). Cooperative teaching: A Model for general and special education integration. Remedial and Special Education, 35(4), 19-24.
  Bauwens, J., & Hourcade, J.(1995). Cooperative teaching: Rebuilding the schoolhouse for all students. TX : Pro-ed. pp. 46.
  Cook, L., & Friend, M.(1995). Co-teaching:Guidelines for creating effective practices. Focus on Exceptional children, 28(3), 1-16.
  Dettmer, P., Dyck, N., & Thurston, L. P.(1999). Consultation, collaboration, and team work for students with special needs. Needham Heights, MA : Allyn and Bacon.
  Duchardt, B., Marlow, L., Inman, D., Christensen, P., & Reeves, M.(1999). Collaboration and co-teaching : general and special education faculty. The Clearing House, 72(3). 186-190
  Friend, M., & Cook, L.(1992). The new mainstreaming. Instructor, 101(7). 30-36.
  Friend, M., & Bursuck, W.(1996). Including students with special needs: A practical guide for classroom teachers. Boston, MA : Allyn and Bacon.
  Friend, M., & Bursuck, D. W.(1999). Including students with special needs: A practical guide for classroom teachers, Boston, MA : Allyn and Bacon.
  Gable, A.R., & Lee Manning, M.(1999). Interdisciplinary teaming : solution to instructing heterogeneous group of students. The Clearing House, 72(3). 182-185.
  Gable, R. A., Korinek, L., & McLaughlin, V. (1997). Collaboration in the schools: Ensuring success. In J. Choate (Ed.). Successful inclusive teaching(2nd ed.)(pp.450-471). Boston, MA : Allyn & Bacon.
  Gajar, A. H.(1980). Characteristics across exceptional categories : EMR, LD, and ED. Journal of Special Education, 14. 165-173.
  Gelzheiser, L. M. (1987). Reducing the number of students identified as leafning disabled: A question of practice. philosophy, or policy? Exceptional Children, 54, 145-150.
  Gersten, R., & Woodward, J.(1990). Rethinking the Regular Education Initiative: Focus on the classroom teacher. Remedial and Special Education, 11(3), 7-16.
  Goor, M. (1995). Leadership for Special education administration: A case-based approach. Philadelphia: Harcourt Brace College Publishers.
  Hallahan, D., & Kauffman, J.(1994). Exceptional children: Introduction to special education.(6th editon). Needham Heights, Massachusetts: Allyn and Bacon.
  Henley, M., Ramsey, R. S., & Algozzine, R. F.(1999). Characteristics of and strategies for teaching students with mild disabilities. Needham Heights, MA : Allyn and Bacon.
  Hunter, D.(1999). Systems change and the transition to inclusive systems. in Coutinho, J. M., &  Repp, C. A.(1999). Inclusion : The integration of students with disabilities, Belmont, CA : Wadsworth Publishing Company.
  Johnson, W. D., & Johnson, T. R. (1999). Making cooperative learning work. Theory into Practice, 38(2). 182-185.
  Jorgensen, C. M., Fisher, D., & Roach, V.(1997). Curriculum and its impact on inclusion and the achievement of students with disabilities. http://www.sri.deu/CFSP/brochure/curricib. html
  Jorgensen, C. M., & Tashie, C.(1996). Creating an inclusive community of learners : Souhegan high school, Amherst, New Hampshire. in Berres, M. S., Fergusom, L. D., Knoblock, P., & Woods, C. (eds.). Creating tomorrow¡¯s schools today : Stories of inclusion, change, & renewal, New York, NY : Teachers college press, Columbia University.
  Klinger, K. J., Vaughn, S., Schumm, S., J. Cohen, P., & Forgan, W. J.(1998). Inclusion or pull-out: Which do students prefer?. Journal of learning disabilities, 31(2). 148-158.
  Meyen, E., Vergason, G. A., & Whelan, R. J. (1996). Strategies for teaching exceptional students in inclusive settings, Denver: Love
  Meyers, J., Gelzheiser, L., Yelich, G., & Gallagher, M. (1990). Classroom, remedial, and resource teachers' views of pull out programs. The elementary school journal. 90(5), 533-545.
  National Joint Committee on Learning Disabilities.(1997). Operationalizing the NJCLD definition of learning disabilities for ongoing assessment in school. LDA newsbriefs, 32(2). 3-9




¢Ã ÀϹÝÇÐ±Þ Çù·Â±³¼ö ÇüÅ´Â?

Cook¿Í Friend(1993), ±×¸®°í Scruggs¿Í Mastropieri(2000)¿¡ ÀÇÇϸé, Çù·Â±³¼ö´Â ¾Æ·¡ Ç¥ 1°ú °°ÀÌ ´Ù¾çÇÑ ÇüÅ·ΠÀü°³½Ãų ¼ö ÀÖ´Ù.

1. ±³¼ö ¹× º¸Á¶ ¸ðµ¨(one teacher & one assistant)
1) ³»¿ë
  ±³»ç ÇÑ ¸íÀº ÇÑ ÇÐ±Þ È¤Àº 1°³ÀÇ ´ëÁý´ÜÀ» »ó´ë·Î ±³¼ö³»¿ëÀ» Ã¥ÀÓÁö°í ¼ö¾÷À» À̲ø¾î °¡¸ç, ´Ù¸¥ ÇÑ ¸íÀÇ ±³»ç´Â ÇлýµéÀÇ Åµµ¸¦ °üÂûÇϰųª µµ¿òÀÌ ¿ä±¸µÇ´Â ÇлýÀÇ ÇнÀÀ» µ½´Â ÀÏÀ» ÇÑ´Ù.

2) Ư¡
  Åë»ó ÀϹݱ³»ç°¡ ¼ö¾÷À» ÁÖµµÇÏ°í Ư¼ö±³»ç°¡ º¸Á¶ ¿ªÇÒÀ» ÇÏ´Â °ÍÀ¸·Î ³ªÅ¸³­´Ù.
  ±×·±µ¥ ÀÌ·¯ÇÑ ¿ªÇÒÀÌ °íÁ¤µÇ¸é Çù·ÂüÁ¦¿¡¼­ÀÇ ÆòµîÇÑ À§Ä¡°¡ º¸ÀåµÇ±â Èûµé°Ô µÇ¸ç, Ư¼ö±³»çÀÇ ¿ªÇÒµµ Ãà¼ÒµÇ¾î Ư¼ö±³»ç´Â ¹°·Ð Ư¼ö¾Æµ¿µµ ¼Ò¼Ó Çб޿¡¼­ ¼Ò¿ÜµÇ´Â Çö»óÀÌ ¸¹ÀÌ ¹ß»ýÇÑ´Ù.

2. ¼øȯ ±³¼ö ¸ðµ¨(station teaching)
1) ³»¿ë
    µÎ °³ ȤÀº ¼¼ °³ÀÇ ¼ÒÁý´ÜÀ¸·Î ¾Æµ¿µéÀ» Æí¼ºÇÑ ÈÄ µÎ ¸íÀÇ ±³»çµéÀº °¢°¢ ´Ù¸¥ Àå¼Ò¿¡¼­ °¢°¢ ´Ù¸¥ ³»¿ëÀÇ ¼ö¾÷À» ÇÑ´Ù.
  ¼¼ °³ÀÇ ¼ÒÁý´ÜÀÏ °æ¿ì ±³»ç¿Í ÇÔ²² ¼ö¾÷À» ÁøÇàÇÏÁö ¾Ê´Â ÇÑ °³ÀÇ ¼ÒÁý´ÜÀº ÀÚÀ²ÇнÀÀ» Çϰųª ¶Ç·¡ÇнÀ ¶Ç´Â ÀÚ¿øºÀ»çÀÚÀÇ µµ¿òÀ¸·Î ¼ö¾÷È°µ¿À» ÇÏ°Ô µÈ´Ù.

2) Ư¡
  ¼ö¾÷ ¹æ½Ä¿¡ ÀûÇÕÇÑ Àå¼Ò¸¦ È®º¸ÇØ¾ß Çϸç, ±³¼ö ³»¿ë ¹× ¹æ¹ý ±×¸®°í ÇнÀÀÚ·á¿¡ ´ëÇØ ±³»ç°£ »çÀü Á¤º¸ °øÀ¯°¡ ½Éµµ ÀÖ°Ô ÀÌ·ç¾îÁ®¾ß ÇÑ´Ù.


3. ÆòÇà ±³¼ö ¸ðµ¨(parallel teaching)

1) ³»¿ë
  ÇбÞÀÇ ÇлýµéÀº °°Àº Å©±âÀÇ À¯»çÇÑ µÎ Áý´ÜÀ¸·Î ³ª´©¾îÁ® Æí¼ºµÈ´Ù.
  ±³»çµéÀº ÇÑ ÇÐ±Þ ³»¿¡¼­ °°Àº ³»¿ëÀÇ ÇнÀ°úÁ¦¸¦ °¡Áö°í µ¿ÀÏÇÑ ¹æ¹ýÀ¸·Î °¢ÀÚ ´ã´çÇÏ°ÔµÈ ¼ÒÁý´ÜÀÇ ¾Æµ¿µéÀ» ÁöµµÇÑ´Ù.

2) Ư¡
  º¸´Ù ½Éµµ ÀÖ´Â »óÈ£ Á¤º¸ °øÀ¯°¡ ¿ä±¸µÈ´Ù.
  ±³»çµéÀº ÇбÞÀÇ »óȲ(±³°ú°úÁ¤, ÇнÀÀÚÀÇ ¼öÁØ µîµî)À» ¼­·Î ºñ½ÁÇÑ ¼öÁØÀ¸·Î Àß ¾Ë°í ÀÖ¾î¾ß Çϸç, ¼ö¾÷ ÁøÇà ¹æ½Ä¿¡ À־µµ »çÀü¿¡ ¹Ýµå½Ã ¾à¼ÓµÈ »çÇ×ÀÌ ÀÖ¾î¾ß ÇÑ´Ù.


4. ´ë¾ÈÀû ±³¼ö ¸ðµ¨(alternative teachong)

1) ³»¿ë
  ÇнÀ ³»¿ëÀº µ¿ÀÏÇÏÁö¸¸ ±³¼ö ¹æ¹ýÀº ÇлýµéÀÇ ¼öÁØ°ú ÇÊ¿ä¿¡ µû¶ó ´Þ¶óÁö°Ô µÈ´Ù.
ÇлýµéÀº µÎ Áý´ÜÀ¸·Î Æí¼ºµÇ´Âµ¥, ÀϹÝÀûÀÎ ¼öÁØÀÇ ´Ù¼ö ¾Æµ¿ÀÌ ÇÑ Áý´Ü ±×¸®°í ÇнÀ ¼öÇà ´É·ÂÀÌ ´Ù¼Ò ¿­¾ÇÇÑ ¼Ò¼ö ¾Æµ¿ÀÌ ´Ù¸¥ ÇÑ Áý´ÜÀ¸·Î Æí¼ºµÈ´Ù.
µÎ ±³»ç°¡ °¢°¢ ÇÑ Áý´ÜÀ» ¸Ã°í µ¿ÀÏÇÑ Àå¼Ò¿¡¼­ ÇнÀÈ°µ¿À» ÁöµµÇÑ´Ù.

2) Ư¡
  º¸Åë Ư¼ö±³»ç°¡ ¼ÒÁý´ÜÀ» ¸Ã°í ÀϹݱ³»ç°¡ º¸Åë ¼öÁØÀÇ Áý´ÜÀ» Ã¥ÀÓÁöÁö¸¸, ±× ¿ªÇÒÀ» ¹Ù²Ù¾î ÁøÇàÇÏ´Â °æ¿ìµµ ¸¹´Ù. ÇÑ ÇÐ±Þ ³»ÀÇ ¾Æµ¿µé°£¿¡ ¶Ç´Â Çкθ𰣿¡ Â÷º°Àǽİú ¹Ý¸ñÀÌ »ý±âÁö ¾Êµµ·Ï ÇؾßÇÑ´Ù.


5. »óÈ£º¸¿Ï ¸ðµ¨(complementary instruction)

1) ³»¿ë
  µÎ ±³»ç°¡ ÇÐ±Þ Àüü ÇлýÀ» ´ë»óÀ¸·Î ±³¼ö ¿ªÇÒÀ» °øÀ¯Çϸ鼭 ÇÑ ¸íÀº ±³¼ö ³»¿ëÀ» Ã¥ÀÓÁö°í ´Ù¸¥ ÇÑ ¸íÀº ¡®ÇнÀ ±â¼ú¡¯À» °¡¸£Ä¡´Â Ã¥ÀÓÀ» °®´Â ÇüÅÂÀÌ´Ù.

2) Ư¡
  ±³»ç°£¿¡ ÀÌÀü ¸ðµ¨º¸´Ù ³ôÀº ¼öÁØÀÇ Çù·ÂüÁ¦°¡ »çÀü¿¡ ¿ä±¸µÈ´Ù.


6. ÇнÀ È°µ¿ Áö¿ø ¸ðµ¨(supportive learning activities)

1) ³»¿ë
  ±³»ç ÇÑ ¸íÀº ±³¼ö ³»¿ëÀ» Ã¥ÀÓÁö¸ç, ´Ù¸¥ ÇÑ ¸íÀº ¡®ÇнÀ È°µ¿ ÇÁ·Î±×·¥¡¯À» °³¹ßÇϴ åÀÓÀ» Áö´Â ÇüÅÂÀÌ´Ù.

2) Ư¡
  º¸Åë ÀϹݱ³»ç°¡ ±³¼ö ³»¿ëÀÇ Ã¥ÀÓÀ» Áö°í, Ư¼ö±³»ç´Â ÇнÀÈ°µ¿ ÇÁ·Î±×·¥À» °³¹ßÇÏ¿© ÅëÇÕÇбÞÀ» Áö¿øÇÏ´Â ÀÏÀ» ¼öÇàÇÏ°Ô µÈ´Ù. »óÈ£º¸¿Ï ¸ðµ¨º¸´Ù ¼­·ÎÀÇ ¿ªÇÒÀ» º¸´Ù ¸íÈ®ÇÏ°Ô Àû¿ëÇÒ ¼ö ÀÖÀ¸¸ç, ±¸Ã¼ÀûÀÎ °á°ú¹°À» º¸ÀÌ´Â °Í¿¡µµ È¿°úÀûÀÌ´Ù.


7. ÆÀ ±³¼ö ¸ðµ¨(team teaching)

1) ³»¿ë
  ÆÀ ±³¼ö¸¦ ÇÏ´Â µÎ ±³»ç°£ ƯÈ÷ ÀϹݱ³»ç¿Í Ư¼ö±³»ç´Â ÇÐ±Þ Àüü ¾Æµ¿°ú ±³¼ö ³»¿ë¿¡ ´ëÇÏ¿© ¼­·Î µ¿µîÇÑ Ã¥ÀÓÀ» °¡Áö°í ¿ªÇÒÀ» °øÀ¯ÇÑ´Ù.

2) Ư¡
  ÇнÀ Áý´ÜÀÇ ±¸¼ºÀº ÇÊ¿ä¿¡ µû¶ó ¿©·¯°³ÀÇ ¼ÒÁý´ÜÀ¸·Î ³ª´©¾î Æí¼ºÇϱ⵵ ÇÑ´Ù. ±¸Á¶È­ Á¤µµ°¡ °¡Àå ³ôÀº Çù·ÂüÁ¦À̱⠶§¹®¿¡ µµÀÔ ´Ü°è¿¡¼­ ¾î·Á¿òÀÌ ¸¹À» ¼ö ÀÖÁö¸¸, ¾î´À Á¤µµ Á¤ÂøÀÌ µÈ ´Ü°è¿¡¼­´Â ¾î·Á¿î ÇÐ±Þ »óȲ¿¡ È¿°úÀûÀ¸·Î Àû¿ëµÉ ¼ö ÀÖ´Â ¸ðµ¨ÀÌ´Ù.

                ±è¿ëÈÆÀÇ ÅëÇÕÇÐ±Þ ³»¿¡¼­ÀÇ ÀϹݱ³»ç¿Í Ư¼ö±³»çÀÇ Çù·Â±³¼ö ½Çõ »ç·Ê¿¡¼­ ÀçÀοë



¢Ã ÀϹÝÇÐ±Þ Çù·Â±³¼ö ÇüÅ´Â?

1. ÀϹÝÇÐ±Þ Çù·Â±³¼ö ÇüÅÂ

ÀϹÝÇб޿¡¼­ÀÇ Çù·Â±³¼ö ÇüÅ´ ´ÙÀ½°ú °°´Ù(Vaughn, Bos, & Schumm, 2000).


1) ÀÚ¹®Áöµµ(consultation)
  ÀÚ¹®Áöµµ(consultation) ÇüÅ´ ÀϹݱ³À° ±³»ç°¡ ÇбÞÀÇ ¸ðµç ±³¼öÈ°µ¿À» ´ã´çÇÏ°í Ư¼ö±³À° ±³»ç´Â ÀϹݱ³À° ±³»ç¸¦ Áöµµ, ÀÚ¹®À» ÇÏ´Â ÇüŸ¦ ¸»ÇÑ´Ù.

2) ÀÚ¹®Áöµµ¿Í Á÷Á¢ÁöµµÀÇ º´Çà
  ÀϹݱ³À° ±³»ç°¡ ´ëºÎºÐÀÇ ±³¼öÈ°µ¿À» Ã¥ÀÓÁö°í Ư¼ö±³À° ±³»ç´Â ÀϹݱ³À° ±³»ç¸¦ ÀÚ¹®, ÁöµµÇÏ°í »óȲ¿¡ µû¶ó ÅëÇÕÇбÞÀÇ ÇлýÀ» Á÷Á¢ ÁöµµÇÏ´Â ÇüŸ¦ ¸»ÇÑ´Ù.

3) Çù·Â±³¼ö(co-teaching)
  Çù·Â±³¼ö(co-teaching) ÇüÅ´ Ư¼ö±³À°±³»ç¿Í ÀϹݱ³À°±³»ç´Â ´ãÀÓÇÏ°í ÀÖ´Â ¸ðµç ÇлýÀÇ ÇнÀÀ» °øµ¿À¸·Î Ã¥ÀÓÀ» Áö´Â ÇüÅÂÀÌ´Ù.

4) Ư¼öÇбÞÀÇ ºÐ¸®±³À°
  Ư¼ö±³À° ±³»ç°¡ ÀϹÝÇбÞÀÌ ¾Æ´Ñ °÷¿¡¼­ º°µµÀÇ ±³À°°úÁ¤À¸·Î Àå¾ÖÇлýÀ» ÁöµµÇÏ´Â ÇüŸ¦ ¸»ÇÑ´Ù.

  ÀϹÝÀûÀ¸·Î ÀϹݱ³À°±³»ç¿Í Ư¼ö±³À°±³»ç°¡ Çù·Â±³¼ö¸¦ ÁøÇàÇÒ ¶§ ±³À°ÀûÀ¸·Î ´Ù¸¥ ¹è°æ Áö½ÄÀ» °­Á¶ÇÑ´Ù. ±×µéÀÌ »óÈ£ Çù·ÂÇÏ¿© Àå¾ÖÇлý°ú ÀϹÝÇлýÀ» ÁöµµÇϱâ À§Çؼ­´Â ÀÏ·ÃÀÇ °úÁ¤ÀÌ ÇÊ¿äÇÏ´Ù.

  Gately & Gately(2001)´Â ÀÌ¿Í °ü·ÃµÈ ¿äÀÎÀ¸·Î ´ëÀΰ£ÀÇ Àǻ米ȯ ±â¼ú, ¹°¸®Àû ȯ°æ Á¶¼º, ±³À°°úÁ¤¿¡ ´ëÇÑ ÀÌÇØ¿Í Áöµµ¹æ¹ý, ±³À°°úÁ¤ ¸ñÀû°ú ³»¿ëÀÇ ¼öÁ¤±â¼ú, ¼ö¾÷°èȹ, ¼ö¾÷¹æ¹ýÀÇ ÀÏÄ¡, Çбްü¸®±â¼ú, Æò°¡ ¹× ÃøÁ¤±â¼ú µîÀ» Á¦½ÃÇÏ¿´´Ù.


2. ±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.




3. Àå¾Ö¾Æµ¿ÀÇ ±³À°Àû ¹èÄ¡ÀÇ Á¤ÀÇ

1) ÀϹÝÇбÞ
    Àå¾Ö¾Æµ¿ÀÌ ±³À°ÇÁ·Î±×·¥ÀÇ ´ëºÎºÐÀ» ÀϹÝÇб޿¡¼­ Á¦°ø¹ÞÀ¸¸ç, ÀϹÝÇÐ±Þ ¹Û¿¡¼­ Ư¼ö±³À°°ú
    °ü·Ã¼­ºñ½º¸¦ ¹Þ´Â °ÍÀÌ ¼ö¾÷ ÀϼöÀÇ 21%¹Ì¸¸ÀÌ´Ù.

2) ÇнÀµµ¿ò½Ç
    Àå¾Ö¾Æµ¿ÀÌ ÀϹÝÇÐ±Þ ¹Û¿¡¼­ Ư¼ö±³À° ¹× °ü·Ã¼­ºñ½º¸¦ ¹Þ´Â °ÍÀÌ ¼ö¾÷ ÀϼöÀÇ 21-60%ÀÌ´Ù.

3) Ư¼öÇбÞ
    Àå¾Ö¾Æµ¿ÀÌ ÀϹÝÇÐ±Þ ¹Û¿¡¼­ Ư¼ö±³À° ¹× °ü·Ã ¼­ºñ½º¸¦ ¹Þ´Â °ÍÀÌ ¼ö¾÷ ÀϼöÀÇ 60% ÀÌ»óÀÌ´Ù.

4) Ư¼öÇб³
    Àå¾Ö¾Æµ¿ÀÌ °ø¸³ ¶Ç´Â »ç¸³Æ¯¼öÇб³¿¡¼­ °ø±ÝÀ¸·Î Ư¼ö±³À° ¹× °ü·Ã¼­ºñ½º¸¦ ¹Þ´Â °ÍÀÌ ¼ö¾÷
    ÀϼöÀÇ 50% ÀÌ»óÀÌ´Ù.

5) ±â¼÷½Ã¼³
    Àå¾Ö¾Æµ¿ÀÌ Àå¾Ö¾Æµ¿À» À§ÇÑ °ø¸³ ¶Ç´Â »ç¸³ ±â¼÷½Ã¼³¿¡¼­ °ø±ÝÀ¸·Î Ư¼ö±³À° ¹× °ü·Ã ¼­ºñ½º¸¦
    ¹Þ´Â °ÍÀÌ ¼ö¾÷ÀϼöÀÇ 50% ÀÌ»óÀÌ´Ù.

6) Áý/º´¿ø½Ã¼³
    Àå¾Ö¾Æµ¿ÀÌ ÀÚ½ÅÀÇ ÁýÀ̳ª º´¿ø¿¡¼­ Ư¼ö±³À° ¹× °ü·Ã ¼­ºñ¸¦ ¹Þ´Â´Ù.


  ¹Ì±¹±³À°ºÎ¿¡ ÀÇÇϸé 1995-1996Çг⵵¸¦ ±âÁØÀ¸·Î ÇÒ¶§, Ư¼ö±³À°À» ¹ÞÀº Çзɱ⠾Ƶ¿ Áß 45.4%°¡ ÀϹÝÇб޿¡¼­ ±³À°À» ¹Þ¾ÒÀ¸¸ç, 28.7%°¡ ½Ã°£Á¦·Î ÇнÀµµ¿òÇб޿¡¼­ Ư¼ö±³À°À» ¹Þ¾Ò´Ù.
  ¶ÇÇÑ 21.7%ÀÇ ¾Æµ¿ÀÌ Æ¯¼öÇб޿¡¼­ ±³À°À» ¹Þ¾Ò°í, 3.1%´Â Ư¼öÇб³¿¡¼­ ±³À°À» ¹Þ¾ÒÀ¸¸ç, ³ª¸ÓÁö 1.2%ÀÇ ¾Æµ¿ÀÌ ±â°üÀ̳ª º´¿ø ¶Ç´Â Áý¿¡¼­ Ư¼ö±³À°À» ¹Þ¾Ò´Ù.

Ãâó: ±èÁøÈ£¿Ü 6(2002). Ư¼ö±³À°ÇÐ °³·Ð, ½Ã½º¸¶ ÇÁ·¹½º,P.19. ÀçÀοë





¢Ã ±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.




¢Ã 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¯Çϸ鼭 ÁöµµÇÔ

 
 

Total 343
¹øÈ£ Á¦   ¸ñ ±Û¾´ÀÌ ³¯Â¥ Á¶È¸ Ãßõ
343 º¯¼ö °ü·Ã Åë°èÇÐ ¿ë¾î Á¶È«Áß 01-02 17033 0
342 »ï°¢°ËÁõ(triangulation)¹ý Á¶È«Áß 12-16 16204 1216
341 ¿©¼ö½Ã Çб³ÇöȲÀº? Á¶È«Áß 08-30 16029 1038
340 ±³À°´ëÇпø ÀÔÇÐ ÀÚ°ÝÀº? Á¶È«Áß 08-03 15707 1065
339 ÀϹÝÇÐ±Þ Çù·Â±³¼ö ÇüÅ´Â? Á¶È«Áß 12-28 15675 1824
338 Àå¾ÖÀ¯¾ÆÀÇ ÆǺ° Á¶È«Áß 09-22 14370 1254
337 Àι®»çȸ ¿¬±¸À±¸® ¸Å´º¾ó(2014) Á¶È«Áß 06-12 14292 794
336 ³í¹®Áý °ÔÀç¿ø°íÀÛ¼º¹ý Á¶È«Áß 12-23 14121 835
335 ÇÐÀ§³í¹®ÀÛ¼º ¿ä·É ¹× ¹æ¹ý Á¶È«Áß 05-01 14070 1051
334 06Çг⵵ ´ëÇпø(¼®¡¤¹Ú»ç°úÁ¤)¸ðÁý Á¶È«Áß 10-25 14066 898
333 Àü³² Ư¼ö±³À°Àº? Á¶È«Áß 08-31 13874 891
332 Q1. Á¦7Â÷ ±³À°°úÁ¤¿¡¼­ ±¹¹Î °øÅë ±âº» ±³À°°úÁ¤ÀÇ µµÀÔ ÃëÁö´Â¡¦ Á¶È«Áß 01-25 13821 1142
331 ³ëÆ®¸£´ãÀÇ ²ÅÃß Á¶È«Áß 11-09 13817 1360
330 Àü³²´ëÇб³ ´ëÇпø ±³ÇбÔÁ¤ Á¶È«Áß 06-11 13787 863
329 Q45. Á¦7Â÷ ±³À°°úÁ¤ÀÇ Àû¿ëÀ» À§Çؼ­ ±âÁ¸½Ã¼³ÀÇ È°¿ë °èȹ µî ¡¦ Á¶È«Áß 01-25 13715 1128
 1  2  3  4  5  6  7  8  9  10    

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