분야
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Ⅱ. 평가내용
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1. 면담
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1) 교사면담
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2) 부모면담
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2. 표준화검사
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1) CIS-A (지역사회적응검사)
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2) 언어 문제 해결력 검사
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3. 관찰
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1) 미술 시간
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2) 마트에서 물품 구해오기
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3) 학급재량시간 - 라면 끓이기
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4) 쉬는 시간
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4. 체크리스트 평가
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5. 수행평가
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1) 교사검사(수 개념/ 한글인지)
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2) 달력제작
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Ⅲ. 현행수준
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Ⅳ.※『첨부자료』체크리스트 ········································
1) 자기관리 기술
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2) 직업
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3) 지역사회 활용기술
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4) 여가 활동
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Ⅳ. 장․단기 목표설정 및 지원방안
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1. 국어
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2. 수학
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3. 가사․자기관리
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4. 사회성․대인관계
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5. 지역사회 및 여가
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6. 직업
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이 름
이 삭
성 별
남
생년월일
1993년 7월 19일
나 이
만 16세
재학 중인 교육기관
학교 고등부 1학년
장애정도 및 행동 특성
의사소통력
- 수업시간에 선생님의 질문에 대답하는 것을 좋아한다.
- 처음 보는 사람에게 “안녕”하고 인사를 한다.
- 상대방의 말을 듣고 자신의 의사를 표현할 수 있으나 발음이 다소 부정확하다.
기능적 학습 능력
- 간단한 문장을 읽고 쓸 수 있다.
- 요일과 날짜에 대한 개념을 알고 있으며, 오늘의 날짜, 요일, 날씨를 칠판에 쓸 수 있다.
- 시계를 보고 시각을 말할 수 있다.
- 화폐개념을 알고 있으나 돈 계산은 종종 헷갈려한다.
자기 관리 능력
- 손 씻기, 양치질하기, 머리감기, 착·탈의, 신발신기, 용변처리 등 대부분의 신변처리를
- 독립적으로 할 수 있다.
- 숟가락과 포크를 사용하여 혼자서 식사를 할 수 있다.
- 날씨가 더우면 겉옷을 벗어서 가방에 넣을 수 있다.
지역사회적응 능력
- 과자나 아이스크림을 사 먹기 위해 슈퍼나 가게를 이용할 수 있다.
- 대중교통수단(버스, 지하철 등)을 혼자서 이용해 본 경험이 여러 번 있다.
- 영화관이나 노래방 등의 여가시설을 독립적으로 이용해 본적이 거의 없다.
아동의
전반적인 장애
대상 학생은 정신지체를 가지고 있고, 시력이 좋지 않아 안경을 쓰고 있으나 시각능력에 특별한 손상은 없다. 담임교사의 지시에 잘 따르고 수업시간에 질문을 하면 가장 먼저 대답을 한다. 계산기에 대한 애착이 있어서 계산기를 책상에 가져다 놓고 두드리는 모습을 자주 볼 수 있다. 발음이 부정확해서 유심히 들어야만 말하는 내용을 파악할 수 있다. 의사표현이 명확하고 교실 밖을 떠날 때는 사소한 것까지 일일이 교사에게 보고를 한다. 트램펄린에서 뛰노는 것을 좋아하며 신체적으로 특별한 제한점은 없는 것으로 보인다.
