Education for Students with Physical Disabilities
 |
Description
Book Introduction
This book is written for prospective special education teachers, prospective teachers in inclusive education settings, related service professionals, and parents, with the goal of improving the quality of education for students with disabilities.
Since the publication of the first edition, there have been academic changes over time, but the field of special education has undergone particularly significant changes, so the contents have been updated as follows.
First, as the 「Special Education for Persons with Disabilities Act」 was revised, the contents of the revised law were reflected and revised.
The revised law newly established the category of disability for special education students with two or more disabilities, and established a basis for adjusting teacher placement standards by considering the placement status of special education students with two or more severe disabilities.
This change can be seen as a major change that strengthens educational support in the field of physical disabilities by specifying moderate and multiple disabilities and hearing and visual impairments as types of disabilities for special education recipients.
Since the majority of students with physical disabilities have moderate or multiple disabilities, we expect this to bring about positive changes in the field.
Second, with the revision of the 2022 special education curriculum, the perspectives and educational approaches for educating students with moderate and multiple disabilities have changed.
Compared to the 2015 Special Education Curriculum, the 2022 Revised Special Education Curriculum focuses on establishing a customized curriculum centered on real-life situations that reflects students' disabilities and educational needs.
In line with this direction, the content of life function education for students with physical disabilities was strengthened.
Third, since the publication of the first edition in 2015, approaches to augmentative and alternative communication (AAC) have diversified in line with the steady development of digital technology.
Augmentative and alternative communication is further emphasized in the 2022 revised special education curriculum, necessitating revisions to related content from the existing low-tech approach to the recent high-tech approach.
Accordingly, the contents of the first edition have been updated to reflect the latest AAC devices.
In addition, in accordance with recent changes in special education statistics, various current situations have been supplemented based on the latest statistical data, and contents that have changed and developed in accordance with the times, such as revised diagnostic assessment tools, have been included.
Since the publication of the first edition, there have been academic changes over time, but the field of special education has undergone particularly significant changes, so the contents have been updated as follows.
First, as the 「Special Education for Persons with Disabilities Act」 was revised, the contents of the revised law were reflected and revised.
The revised law newly established the category of disability for special education students with two or more disabilities, and established a basis for adjusting teacher placement standards by considering the placement status of special education students with two or more severe disabilities.
This change can be seen as a major change that strengthens educational support in the field of physical disabilities by specifying moderate and multiple disabilities and hearing and visual impairments as types of disabilities for special education recipients.
Since the majority of students with physical disabilities have moderate or multiple disabilities, we expect this to bring about positive changes in the field.
Second, with the revision of the 2022 special education curriculum, the perspectives and educational approaches for educating students with moderate and multiple disabilities have changed.
Compared to the 2015 Special Education Curriculum, the 2022 Revised Special Education Curriculum focuses on establishing a customized curriculum centered on real-life situations that reflects students' disabilities and educational needs.
In line with this direction, the content of life function education for students with physical disabilities was strengthened.
Third, since the publication of the first edition in 2015, approaches to augmentative and alternative communication (AAC) have diversified in line with the steady development of digital technology.
Augmentative and alternative communication is further emphasized in the 2022 revised special education curriculum, necessitating revisions to related content from the existing low-tech approach to the recent high-tech approach.
Accordingly, the contents of the first edition have been updated to reflect the latest AAC devices.
In addition, in accordance with recent changes in special education statistics, various current situations have been supplemented based on the latest statistical data, and contents that have changed and developed in accordance with the times, such as revised diagnostic assessment tools, have been included.
index
Preface to the 2nd edition
Preface to the First Edition
Chapter 1: Overview of Education for Students with Physical Disabilities
1.
History and Current Status of Education for Students with Physical Disabilities
2.
Legal Basis for the Education of Students with Physical Disabilities
3.
Education delivery system for students with physical disabilities
4.
Teachers' abilities and roles in educating students with physical disabilities
5.
Recent Trends in Education for Students with Physical Disabilities
organize
Chapter 2 Cooperation
1.
collaborative approach
2.
Family Engagement and Family Support
3.
Collaboration with therapists and support staff
4.
Running a Collaboration
organize
Chapter 3 Cerebral Palsy
1.
definition
2.
cause
3.
classification
4.
Impact of Disability
5.
Special education support
organize
Chapter 4 Other Types of Physical Disabilities
1.
muscular dystrophy
2.
spina bifida
3.
spinal cord injury
4.
epilepsy
5.
osteogenesis imperfecta
6.
traumatic brain injury
organize
Chapter 5 Health Disorders
1.
Chronic diseases and health disorders
2.
Diseases related to health disorders
3.
Education Support
organize
Chapter 6 Diagnosis and Evaluation
1.
The necessity and purpose of diagnostic evaluation for students with physical disabilities
2.
standardized tests
3.
Alternative Diagnostic Assessment
4.
Diagnostic evaluation of students with physical disabilities by area
organize
Chapter 7 Curriculum and Teaching Strategies
1.
Types of Curriculum
2.
Access to faculty for participation in general education courses
3.
Teaching Strategies for Students with Physical Disabilities
organize
Chapter 8 Communication Education
1.
Early communication development
2.
Communication education for students with physical disabilities
3.
Communication Teaching Strategies
organize
Chapter 9 Augmentative and Alternative Communication (AAC)
1. AAC Overview
2. AAC system
3. AAC Evaluation
4. Actual AAC map
organize
Chapter 10 Movement Disorders and Guidance
1.
Exercise system
2.
Exercise guidance for students with physical disabilities
3.
Lifting and Moving Map
organize
Chapter 11 Posture and Sitting, Walking and Locomotion
1.
Posture and sitting
2.
Walking and moving
3.
Assistive devices for posture, sitting, walking and mobility
organize
Chapter 12 Daily Life Skills
1.
Overview of Daily Living Skills
2.
Eating skills
3.
Toilet skills
4.
The art of putting on and taking off
5.
Grooming and personal hygiene
6.
Dental care
7.
Nutrition management
organize
Chapter 13 Assistive Technology
1.
The concept of assistive technology
2.
Laws and regulations on assistive technology
3.
Assistive Technology Services Course
4.
Use of assistive technology
organize
Chapter 14: Curriculum I
1.
Factors hindering teaching and learning
2.
General guidelines for teaching subjects
3.
Korean language curriculum guidance
organize
Chapter 15: Curriculum Guidance II
1.
Mathematics curriculum guidance
2.
Social Studies Instruction
3.
Science curriculum guidance
4.
Music curriculum guidance
5.
Art class guidance
6.
Physical education instruction
organize
Chapter 16 Transition Education
1.
The concept of transition
2.
Transition Planning for Students with Physical Disabilities
3.
Components of a Successful Transition for Students with Physical Disabilities
4.
Transition education areas for students with physical disabilities
organize
Search
References
Preface to the First Edition
Chapter 1: Overview of Education for Students with Physical Disabilities
1.
History and Current Status of Education for Students with Physical Disabilities
2.
Legal Basis for the Education of Students with Physical Disabilities
3.
Education delivery system for students with physical disabilities
4.
Teachers' abilities and roles in educating students with physical disabilities
5.
Recent Trends in Education for Students with Physical Disabilities
organize
Chapter 2 Cooperation
1.
collaborative approach
2.
Family Engagement and Family Support
3.
Collaboration with therapists and support staff
4.
Running a Collaboration
organize
Chapter 3 Cerebral Palsy
1.
definition
2.
cause
3.
classification
4.
Impact of Disability
5.
Special education support
organize
Chapter 4 Other Types of Physical Disabilities
1.
muscular dystrophy
2.
spina bifida
3.
spinal cord injury
4.
epilepsy
5.
osteogenesis imperfecta
6.
traumatic brain injury
organize
Chapter 5 Health Disorders
1.
Chronic diseases and health disorders
2.
Diseases related to health disorders
3.
Education Support
organize
Chapter 6 Diagnosis and Evaluation
1.
The necessity and purpose of diagnostic evaluation for students with physical disabilities
2.
standardized tests
3.
Alternative Diagnostic Assessment
4.
Diagnostic evaluation of students with physical disabilities by area
organize
Chapter 7 Curriculum and Teaching Strategies
1.
Types of Curriculum
2.
Access to faculty for participation in general education courses
3.
Teaching Strategies for Students with Physical Disabilities
organize
Chapter 8 Communication Education
1.
Early communication development
2.
Communication education for students with physical disabilities
3.
Communication Teaching Strategies
organize
Chapter 9 Augmentative and Alternative Communication (AAC)
1. AAC Overview
2. AAC system
3. AAC Evaluation
4. Actual AAC map
organize
Chapter 10 Movement Disorders and Guidance
1.
Exercise system
2.
Exercise guidance for students with physical disabilities
3.
Lifting and Moving Map
organize
Chapter 11 Posture and Sitting, Walking and Locomotion
1.
Posture and sitting
2.
Walking and moving
3.
Assistive devices for posture, sitting, walking and mobility
organize
Chapter 12 Daily Life Skills
1.
Overview of Daily Living Skills
2.
Eating skills
3.
Toilet skills
4.
The art of putting on and taking off
5.
Grooming and personal hygiene
6.
Dental care
7.
Nutrition management
organize
Chapter 13 Assistive Technology
1.
The concept of assistive technology
2.
Laws and regulations on assistive technology
3.
Assistive Technology Services Course
4.
Use of assistive technology
organize
Chapter 14: Curriculum I
1.
Factors hindering teaching and learning
2.
General guidelines for teaching subjects
3.
Korean language curriculum guidance
organize
Chapter 15: Curriculum Guidance II
1.
Mathematics curriculum guidance
2.
Social Studies Instruction
3.
Science curriculum guidance
4.
Music curriculum guidance
5.
Art class guidance
6.
Physical education instruction
organize
Chapter 16 Transition Education
1.
The concept of transition
2.
Transition Planning for Students with Physical Disabilities
3.
Components of a Successful Transition for Students with Physical Disabilities
4.
Transition education areas for students with physical disabilities
organize
Search
References
GOODS SPECIFICS
- Date of issue: September 10, 2023
- Page count, weight, size: 604 pages | 192*265*35mm
- ISBN13: 9788999729485
- ISBN10: 8999729486
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