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Samenvatting lessen Orthopedagogiek: handicaps
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Dit is een samenvatting van de lessen van het van Orthopedagogiek; Handicaps
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Melissa Amandels 3de Bachelor Pedagogische WetenschappenORTHOPEDAGOGIEK:
HANDICAPS
Melissa Amandels
KU Leuven
AJ: 2020-2021
0
,Melissa Amandels 3de Bachelor Pedagogische Wetenschappen
Inhoudsopgave
Wat is orthopedagogiek?..................................................................................................................................... 5
Orthopedagogisch begrippenkader.............................................................................................................................5
Visie op handicap – ICF-kader (2001)..........................................................................................................................6
Gezondheid.............................................................................................................................................................6
Lichaamsfunctioneren en -structuren.....................................................................................................................6
Activiteit..................................................................................................................................................................7
Participatie..............................................................................................................................................................7
The People First Language...........................................................................................................................................8
Omgevingsfactoren.................................................................................................................................................8
Persoonlijke factoren..............................................................................................................................................8
Deel 1 – Ouderschap onder druk?......................................................................................................................... 9
Hoofdstuk 1: Onderkennen, verwerken & aanvaarden......................................................................................... 9
Ervaringen van ouders............................................................................................................................................9
Theoretische modellen...............................................................................................................................................10
1: Stappenmodel in rouwproces (dit model is specifiek voor het krijgen van een kind met een beperking)......10
FASE.................................................................................................................................................................. 10
2: Chronisch zorgenmodel (focus ligt voornamelijk op het emotionele).............................................................11
3: Mentale (re)constructies (minder nadruk op de emoties, meer nadruk op denken, waarden en normen)...12
4: Sociale (re)constructie-model (focus ligt hier eerder op de opvattingen, prioriteiten en de waarden die je
hebt over bv opvoeding).......................................................................................................................................13
Levend verlies – Manu Keirse....................................................................................................................................14
Reflectie (mogelijkse examenvragen!)......................................................................................................................14
Parents of children with disabilities: Resilience, coping, and future expectations (Heiman, 2002)..........................14
Aandachtspunten voor hulpverleners........................................................................................................................15
Onderkenningsfase en diagnosemededeling........................................................................................................15
Diagnosemededeling.............................................................................................................................................15
Reacties op de diagnose (verwerking)..................................................................................................................15
Hoofdstuk 2: Gezinsfunctioneren & opvoeding................................................................................................... 16
Hulpvragen van ouders.........................................................................................................................................16
Theoretische modellen...............................................................................................................................................17
1: Balansmodel (Bakker, Bakker, Van Dijke, & Terpstra, 1998)............................................................................17
2: Stress-model (naar ABCX-model van mccubbin & Patterson, 1983)................................................................18
3: Aanpassingsprocessen in het gezinssysteem....................................................................................................19
4: Kwaliteit van leven van het gezin (model dat HEEL centraal staat vandaag de dag).......................................21
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,Melissa Amandels 3de Bachelor Pedagogische Wetenschappen
Quality of Life in Flemish Families with a Child with an Intellectual Disability: a Multilevel Study on Opinions of
Family Members and the Impact of Family Member and Family Characteristics (Vanderkerken, Heyvaert,
Onghena, & Maes, 2018) – onderzoek......................................................................................................................22
Aandachtspunten voor hulpverleners........................................................................................................................23
Hoofdstuk 3: Ondersteunen van gezinnen.......................................................................................................... 23
Family-centered werken (gezinsgericht werken).......................................................................................................23
Deel 2 – visies op ondersteuning en maatschappelijke positie............................................................................25
Hoofdstuk 1: Actuele visies................................................................................................................................ 25
1: Burgerschap, inclusie & belonging........................................................................................................................25
Voorlopers van inclusie.........................................................................................................................................26
Kritiek:...................................................................................................................................................................27
Segregatie – integratie – inclusie..........................................................................................................................28
Onderzoek van Verdonschot et al. (2009)............................................................................................................30
2: Kwaliteit van leven.................................................................................................................................................31
Operationalisering van domeinen van kwaliteit van leven (Schalock, 2004, p.206)............................................31
Toepassingen.........................................................................................................................................................33
3: Empowerment, emancipatie & zelfbepaling.........................................................................................................33
Zelfdeterminatietheorie Deci & Ryan (2000)........................................................................................................35
4: Persoonsgerichte & vraaggestuurde ondersteuning.............................................................................................36
Supports model/ondersteuningsmodel................................................................................................................36
Basisprincipes van de ondersteuning....................................................................................................................37
Thompson et al. (2009): 5-stappen-model...........................................................................................................38
Indicatoren van persoonsgerichte ondersteuning................................................................................................39
Maatschappelijke positie van personen met een handicap.................................................................................41
Enkele vaststellingen.................................................................................................................................................41
Verklaringen voor die onzekerheid............................................................................................................................43
Verdragen over de Rechten van Personen met een Handicap..................................................................................45
Beeldvorming beïnvloeden........................................................................................................................................45
Strategieën:...........................................................................................................................................................46
Deel 3 - Pedagogische begeleiding en ondersteuning van personen met een handicap........................................47
Hoofdstuk 1 Ondersteunen van communicatie................................................................................................... 47
Wat is communicatie?...............................................................................................................................................47
Interactionele benadering.........................................................................................................................................47
Problemen in de communicatie - Individugebonden factoren.............................................................................48
Problemen in de communicatie - contextgebonden factoren..............................................................................48
Typering van communicatief gedrag, hoe communiceert iemand?..........................................................................48
1: Vorm van communicatie...................................................................................................................................48
2: Functie/betekenis van communicatie...............................................................................................................49
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, Melissa Amandels 3de Bachelor Pedagogische Wetenschappen
3: Niveau van communicatie – drie niveaus.........................................................................................................49
Ondersteunde communicatie (AAC in het Engels).....................................................................................................50
Ondersteunen van pre- en protosymbolische communicatie..............................................................................51
Ondersteunen van protosymbolische en symbolische communicatie.................................................................52
Hoofdstuk 2 Ondersteunen van leer- en ontwikkelingsprocessen.......................................................................54
Interactionele benadering.........................................................................................................................................54
Individugebonden factoren........................................................................................................................................54
Contextgebonden factoren........................................................................................................................................55
Leerprincipes..............................................................................................................................................................55
1: Leertheoretische principes................................................................................................................................55
2: Ontwikkelingspsychologisch benadering..........................................................................................................57
3: Cognitieve informatieverwerking (derde, en laatste, leerprincipe).................................................................58
Algemene principes....................................................................................................................................................59
Hoofdstuk 3: Ondersteunen van socio-emotioneel welbevinden.........................................................................61
Belang sociaal-emotioneel ontwikkelingsprofiel.......................................................................................................61
Sociaal-emotionele ontwikkeling...............................................................................................................................61
Adaptatiefase (0-6 maanden)...............................................................................................................................61
Eerste socialisatiefase (6-18 maanden)................................................................................................................63
Eerste individuatiefase (18-36 maanden).............................................................................................................65
Identificatiefase (3-7 jaar) & Realiteitsbewustwordingsfase (7-12 jaar)..............................................................67
Puberteit & Tweede individuatiefase (12 jaar - …)...............................................................................................71
Specifieke problemen in de puberteit........................................................................................................................71
Aanvaarding handicap...........................................................................................................................................72
Ondersteuning puberteit......................................................................................................................................72
Conclusie....................................................................................................................................................................72
Hoofdstuk 4: Ondersteuningsbronnen................................................................................................................ 73
Vermaatschappelijking van de zorg..........................................................................................................................73
Zelfzorg......................................................................................................................................................................74
Versterken van de persoon...................................................................................................................................74
Gebruik van technologie om de persoon te versterken in zijn mogelijkheden....................................................74
Usability pyramid (Based on: Knut Nordby (2003 Nice eaccessibility Conference))..................................................75
Onderzoek..................................................................................................................................................................76
Modellen....................................................................................................................................................................76
Technology acceptance model (Davis, 1989)........................................................................................................76
Unified Theory of acceptance and use of Technology – UTAUT (Venkatesh, Morris, Davis, & Davis, 2003).......77
Human Activities Assistive Technology (Cook & Polgar, 2014).............................................................................78
Comprehensive Assistive Technology (Cook & Polgar, 2014)...............................................................................78
Matching Person and Technology model (Scherer & Craddock, 2002)................................................................79
Voorbeelden van technologie....................................................................................................................................79
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