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  Á¶È«Áß(2012-05-11 19:34:30, Hit : 9587, Vote : 3368
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 Æí°ßÀÇ__5´Ü°è[1].hwp (48.0 KB), Download : 85
 Æí°ßÇü¼º ½Ã±â ¹× Çؼҹæ¾È

1. Æí°ßÇü¼ºÀÇ ½Ã±â

  À¯¾Æ±â´Â ÀμºÀÌ Çü¼ºµÇ´Â ½Ã±â·Î Ưº°ÇÑ Æí°ßÀ» °®°í ÀÖÁö ¾Ê´Â Ư¡À» °¡Áö°í ÀÖ´Ù. µû¶ó¼­ À¯¾Æ±âÀÇ »çȸÀû ÅëÇÕÀº  ±àÁ¤ÀûÀΠŵµ¸¦ Çü¼ºÇϴµ¥ º¸´Ù È¿°úÀûÀ̸ç, º¯È­¿¡ ´ëÇÏ¿©¼­µµ Å« °ÅºÎ°¨À» °®Áö ¾Ê´Â´Ù´Â ÀåÁ¡ÀÌ ÀÖ´Ù. ±×·¡¼­  Àå¾Ö¿¡ ´ëÇÑ ÀÎ½Ä ¹× ŵµ°¡ Çü¼ºµÇ´Â ½Ã±âÀÎ ¸¸ 4-5¼¼°æ¿¡ »çȸÀû ÅëÇÕÀ» ÅëÇÑ Á¶±âÁßÀç´Â À¯¾Æ±³À°¿¡ À־ Àå¾Ö À¯¾Æ¿¡ ´ëÇÑ ¹Ý Æí°ß±³À°À¸·Î¼­ÀÇ ÀÇÀÇ°¡ ÀÖÀ¸¸ç, ¶Ç·¡ÀÇ »çȸ ¼ö¿ëÀÇ Áß¿äÇÑ ¿ä¼Ò°¡ µÈ´Ù(Favazza & Odom, 1997) .


Ãâó: Favazza, C. P., & Odom, S. L. (1997). Promoting positive attitudes of kindergarden-age children toward people with disabilities. exceptional children, 63(3) 405-418.


2. Æí°ßÇØ¼Ò ¹æ¹ý

  Wolerly(2000)´Â ÅëÇÕ È¯°æ¿¡¼­ Á÷Á¢ Àå¾Ö À¯¾Æ¿ÍÀÇ »óÈ£ ÀÛ¿ëÀ» ÅëÇØ º¸´Ù ±¸Ã¼ÀûÀ̸ç, ÀûÀýÈ÷ Àå¾Ö¿¡ ´ëÇÑ ÀÌÇظ¦ µµ¿ï ¼ö ÀÖ´Ù°í Á¦¾ÈÇÏ°í ÀÖ´Ù. µ¿È­Ã¥, ¾È³» Ã¥ÀÚ, °¡»ó È°µ¿ÀÇ °£Á¢ÀûÀÎ °æÇ躸´Ù´Â Á÷Á¢ °æÇèÀÌ Åµµ º¯È­¿¡ È¿°úÀûÀ̸ç(Yuker, 1988) ±àÁ¤ÀûÀÎ »çȸÀû Âü¿©´Â ¶Ç·¡ ¼ö¿ëµµ¿¡µµ ±àÁ¤ÀûÀÎ ¿µÇâÀ» ¹ÌÄ£´Ù°í º¸°íÇÏ°í ÀÖ´Ù(Favazza & Odom, 1997;  Odom, 2000).

Ãâó:
Wolerly, M. (2000). Recommended practices in intervention/ early childhood special education. Longmont, CO: Sopris West.
Yuker, H. (1988). Attitudes toward persons with disabilities. New York: Springer.
Favazza, C. P., & Odom, S. L. (1997). Promoting positive attitudes of kindergarden-age children toward people with disabilities. exceptional children, 63(3) 405-418.
Odom, S. L. (2000). ¡°Preschool inclusion: what we know and where we go from here.¡±. Topics in Early Childhood Special Education, 20(1): 20-27.



3. Æí°ßÇü¼ºÀÇ ´Ü°è

  York(1992)¿¡ ÀÇÇϸé Æí°ßÀº ´ÙÀ½°ú °°ÀÌ 5´Ü°è¸¦ °ÅÄ¡¸ç Çü¼ºµÈ´Ù°í ÇÑ´Ù.

  Á¦1´Ü°è´Â ÀνÄÀÇ ´Ü°è·Î »ç¶÷µé »çÀÌÀÇ Â÷ÀÌÁ¡¿¡ °üÇØ ÀνÄÇϱ⠽ÃÀÛÇÏ´Â ´Ü°èÀÌ´Ù.

  Á¦2´Ü°è´Â Á¤Ã¼¼ºÀ» °¡Áö°Ô µÇ´Â ´Ü°è·Î Á¦1´Ü°è¿¡¼­ ÀÚ½ÅÀÌ ÀνÄÇϱ⠽ÃÀÛÇÑ Â÷ÀÌÁ¡¿¡ ±Ù°ÅÇؼ­ »ç¶÷µéÀ» ¸í¸íÇÏ°í ºÐ·ùÇÏ¿© ³ª´©±â ½ÃÀÛÇÏ°Ô µÈ´Ù. ÀÌ·¯ÇÑ ¸í¸íÀÇ ´Ü°è´Â ÀÚ½ÅÀÌ ÀνÄÇÑ ¼¼°è¿¡ ´ëÇÑ ÀÌÇظ¦ µ½±â À§ÇÑ °úÁ¤À̶ó°í º¼ ¼öÀÖ´Ù.

  Á¦3´Ü°è´Â ´Ù¸¥ »ç¶÷À̳ª ±×µéÀÌ »ì¾Æ°¡´Â ¹æ½Ä¿¡ ´ëÇÑ °ßÇظ¦ Çü¼ºÇϴµ¥ ±âÃÊ°¡ µÇ´Â »ý°¢À̳ª ´À³¦ µîÀÇ Åµµ¸¦ Çü¼ºÇÏ´Â ´Ü°èÀÌ´Ù.

  Á¦4´Ü°è´Â ¼±È£µµ¸¦ ¹ß´Þ½ÃÅ°´Â ´Ü°è·Î¼­ À̽ñ⿡´Â °øÅëÁ¡À̳ª Â÷ÀÌÁ¡¿¡ ±Ù°ÅÇؼ­ ÇÑ °³ÀÎÀÇ ½ÅüÀû Ư¼º, ¼Ó¼º, »îÀÇ ¹æ½ÄÀ» ´Ù¸¥ °Í¿¡ ºñÇØ ´õ °¡Ä¡¸¦ µÎ±â ½ÃÀÛÇÑ´Ù.

  Á¦ 5´Ü°è¿¡¼­´Â Æí°ßÀÌ ÀÚ¸® Àâ´Â ´Ü°è·Î ÇÑ °³ÀÎÀ̳ª ÀÎÁ¾, »îÀÇ ¹æ½Ä µî¿¡ Á¤È®ÇÑ Áö½ÄÀÌ ¾ø´Â »óÅ¿¡¼­ ¹Ì¸® ÀÚ¸® ÀâÀº Àû´ëÀûÀÎ °¨Á¤, ŵµ, °ßÇØ µîÀ» °®°Ô µÈ´Ù. ÀÌ¿Í °°Àº  Æí°ßÀº ¿©·¯ ¿µ¿ª¿¡¼­ ³ªÅ¸³­´Ù.


Ãâó:
York, S. (1992). Developing root and wings. Redleaf Press.




4. ¹ÝÆí°ß±³À°(Úãø¶Ì¸ÎçëÀ, Anti-bias education)

  Úãø¶Ì¸ÎçëÀ(Anti-bias education)À̶õ Derman- Sparks, 1989)¿¡ ÀÇÇÏ¸é ±âÁ¸ÀÇ ¼±ÀÔ°ßÀ̳ª °íÁ¤°ü³ä ¹× Æí°ß¿¡ µµÀüÇÏ´Â ´Éµ¿ÀûÀÌ°í Àû±ØÀûÀÎ Á¢±Ù ¹æ½ÄÀ¸·Î(Derman- Sparks, 1989), ´Ù¸¥ »ç¶÷ÀÌ Áö´Ñ  Â÷ÀÌÁ¡°ú À¯»çÁ¡À» ÀÌÇØÇÏ°í ¸ðµç »ç¶÷À» Á¸ÁßÇϵµ·Ï ±³À°ÇÔÀ¸·Î , Æí°ß¿¡ ´ëÇ×ÇÏ´Â Àû±ØÀûÀÎ Á¢±Ù¹ýÀ» ¸»ÇÑ´Ù. µû¶ó¼­ ´Ù¾çÇÑ »ç¶÷°ú ´õºÒ¾î »ì¾Æ°¡°í ÀÖ´Â À¯¾ÆµéÀÌ ³ª¿Í ´Ù¸¥ °Í¿¡ ´ëÇØ ¼ö¿ëÇÏ´Â °¡Ä¡¿Í ŵµ¸¦ ±â¸£µµ·Ï ÇÑ´Ù´Â ÀǹÌÀÌ´Ù.

Ãâó:
Derman-Sparks, L & A. B. C. Task Sparks Force(1989). Anti-bias  curriculum:  Tools for Empowering Young Children. NAEYC, Washinton.



6. ŵµ(Attitude)
  Åµµ¶õ Allport(1954)¿¡ ÀÇÇϸé Àå¾ÖÀÎÀÇ °æ¿ì Àå¾ÖÀο¡ ´ëÇÑ ºÎÁ¤ÀûÀΠŵµ Áï, Æí°ß(prejudice)Àº ¾î¶² Áý´Ü¿¡ ¼ÓÇÏ°í ÀÖ´Â ÀÚ°¡ ´ÜÁö ±× Áý´Ü¿¡ ¼ÓÇÏ°í ÀÖ´Ù´Â ÀÌÀ¯¸¸À¸·Î ±× Áý´ÜÀÌ °¡Áö°í ÀÖ´Â ¹Ù¶÷Á÷ÇÏÁö ¾ÊÀº ƯÁúÀ» ±×°¡ °¡Áö°í ÀÖ´Â °ÍÀ¸·Î ¿©±â°í, ±×¿¡ ÇâÇØÁø ºÎÁ¤ÀûÀΠŵµ¸¦ ¸»ÇÑ´Ù.

Ãâó:
Allport. G. W.(1954). The nature of prejudice. Garden City. NY: Doubleday Ancher.







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