Summary
Samenvatting LEERSTOORNISSEN
- Course
- Institution
DIT IS EEN SAMENVATTING VAN HET VAK LEERSTOORNISSEN AAN DE HAND VAN DE CURSUS EN DE PPT SLIDES, AANGEVULD MET MIJN EIGEN NOTITIES GEMAAKT TIJDENS DE LESSEN IN HET ACADEMIEJAAR .
[Show more]
Seller
Follow
sitta
Reviews received
Content preview
LEERSTOORNISSEN1
,INHOUDSOPGAVE
1. LEERSTOORNISSEN ..................................................................................................................................................................... 5
1.1. Conceptueel kader....................................................................................................................................................... 5
1.2. diagnostische systemen .............................................................................................................................................. 5
1.2.1. neurodevelopmental disorder ...................................................................................................................................................5
1.2.2. DSM-5 CRITERIA .........................................................................................................................................................................6
1.2.3. ICF criteria ..................................................................................................................................................................................6
1.3. Leerproblemen in Vlaanderen ..................................................................................................................................... 7
1.3.1. CRITERIA BESCHRIJVENDE DIAGNOSE ........................................................................................................................................7
1.3.2. comorbiditeit / exclusiecriterium...............................................................................................................................................8
1.4. Intelligentie ................................................................................................................................................................. 9
1.4.1. Iq ................................................................................................................................................................................................9
1.4.2. CHC-MODEL .............................................................................................................................................................................10
1.4.3. WISC-V .....................................................................................................................................................................................10
1.5. Geralateerde concepten ............................................................................................................................................ 13
1.5.1. zorglandschap ..........................................................................................................................................................................13
1.6. Toepassingen ............................................................................................................................................................ 14
2. DYSLEXIE................................................................................................................................................................................ 15
2.1. ASSESMENT DYSLEXIE ............................................................................................................................................... 15
2.1.1. voorbereidend lezen ................................................................................................................................................................15
2.1.2. aanvankelijk lezen ....................................................................................................................................................................15
2.1.3. Begrijpend lezen ......................................................................................................................................................................15
2.1.4. celebrale organisatie ................................................................................................................................................................16
2.2. Dyslexie ..................................................................................................................................................................... 17
2.2.1. criteria voor van dyslexie te spreken .......................................................................................................................................17
2.2.2. prevalentie en comorbiditeit ...................................................................................................................................................17
2.2.3. etiologie: erfelijkheid ...............................................................................................................................................................18
2.2.4. Verklarende cognitieve modellen ............................................................................................................................................18
2.2.5. Kenmerken van dyslexie ..........................................................................................................................................................19
2.2.6. Cognitieve fenotypes ...............................................................................................................................................................20
2.2.7. Dysorthografie versus dysgrafie ...............................................................................................................................................20
2.3. Assessment dyslexie .................................................................................................................................................. 21
2.3.1. Test is setting afhankelijk .........................................................................................................................................................21
2.3.2. TESTS VOOR KLEUTERS ............................................................................................................................................................21
2.3.3. TESTEN LAGERE SCHOOL ..........................................................................................................................................................22
2.3.4. Test voor jongeren ...................................................................................................................................................................26
2.3.5. Tests volwassenen ...................................................................................................................................................................27
2.3.6. brede assesment ......................................................................................................................................................................27
3. TOEPASSINGEN ........................................................................................................................................................................ 29
4. DYSCALCULIE .......................................................................................................................................................................... 30
4.1. Rekenen ..................................................................................................................................................................... 30
4.1.1. Belang van rekenen / hoeveelheden .......................................................................................................................................30
4.1.2. Hoeveelheden ..........................................................................................................................................................................30
4.1.3. Sponaniously focussing on numbers/ subitzing .......................................................................................................................31
4.2. Leren rekenen ............................................................................................................................................................ 31
4.2.1. representatie/ translatie ..........................................................................................................................................................31
4.2.2. Drie fasen van rekenrijpheid ....................................................................................................................................................31
4.2.3. LEREN REKENEN PIAGET ..........................................................................................................................................................32
4.2.4. Tellen .......................................................................................................................................................................................34
4.2.5. maten en patronen ..................................................................................................................................................................34
4.2.6. rekentaal ..................................................................................................................................................................................35
4.3. Cerebrale organisatie ................................................................................................................................................ 35
4.3.1. Model Caramazza & Mc Closkey ..............................................................................................................................................35
4.3.2. Triple Code Model (Dehaene) ..................................................................................................................................................37
4.4. Dyscalculie ................................................................................................................................................................. 37
4.4.1. criteria diagnose ......................................................................................................................................................................38
4.4.2. Etiologie: erfelijkheid (neurobiologische ontwikkelingsstoornis) ............................................................................................38
2
, 4.4.3. Kenmerken/ symptomatologie ................................................................................................................................................40
4.4.4. cognitieve fenotypes ................................................................................................................................................................41
4.4.5. Andere taxonomieën van subtypes (2) ....................................................................................................................................42
4.5. Assessment van rekenen ........................................................................................................................................... 42
4.5.1. HGD: sterkteperspectief - breed evalueren + achteraf kijken wat ‘helpt' ................................................................................42
4.5.2. Onderkennende diagnostiek: welke instrumenten? ................................................................................................................43
4.5.3. 5.3 Diagnostiek kleuters (testen) .............................................................................................................................................43
4.5.4. Diagnostiek lagere school ........................................................................................................................................................44
4.5.5. Diagnostiek adolescenten en volwassenen .............................................................................................................................45
4.5.6. Screeners .................................................................................................................................................................................45
4.6. toepassing ................................................................................................................................................................. 47
4.6.1. Toepassing 1 ............................................................................................................................................................................47
4.6.2. Toepassing 2 ............................................................................................................................................................................47
5. ONDERSTEUNING DYSLEXIE........................................................................................................................................................ 48
5.1. Visie op ondersteuning .............................................................................................................................................. 48
5.1.1. evidence based = wat werkt ? ..................................................................................................................................................48
5.2. Zorgcontinuüm (handelingsgericht werken op school ) ............................................................................................ 49
5.2.1. Brede basiszorg (fase 0) ...........................................................................................................................................................49
5.2.2. Verhoogde zorg (fase 1) ...........................................................................................................................................................49
5.2.3. Dispenseren: ............................................................................................................................................................................50
5.3. Vooroefeningen ......................................................................................................................................................... 50
5.3.1. Visuele vooroefeningen ...........................................................................................................................................................50
5.3.2. auditieve vooroefeningen ........................................................................................................................................................50
5.4. Lezen ......................................................................................................................................................................... 51
5.4.1. lezen zelf ..................................................................................................................................................................................51
5.4.2. moeilijkheidsgraad ...................................................................................................................................................................52
5.4.3. remediëringsmaterialen...........................................................................................................................................................53
5.4.4. de desi-speler ...........................................................................................................................................................................53
5.4.5. sticordi/ dicordi/ REDELIJKE AANPASSINGEN ...........................................................................................................................53
5.5. SPELLEN: LEERPAD .................................................................................................................................................... 54
5.5.1. Remediëringsmaterialen ..........................................................................................................................................................54
5.5.2. Dicordi ......................................................................................................................................................................................54
6. ONDERSTEUNING DYSCALCULIE................................................................................................................................................... 55
6.1. inleiding ..................................................................................................................................................................... 55
6.1.1. visie op ondersteuning + Evidence based technieken .............................................................................................................55
6.2. SPECIFIEKE PRINCIPES: WAT WERKT BIJ REKENPROBLEMEN/ DYSCALCULIE? .......................................................... 55
6.2.1. EVB 4: OPBOUWENDE MOEILIJKHEIDSGRAAD = Wat is moeilijkst? ........................................................................................56
6.2.2. EVB 5: STRUCTUUR (DIRECTE INSTRUCTIE) ..............................................................................................................................56
6.2.3. Directe instructie: ....................................................................................................................................................................57
6.2.4. EVB 6: DOEL = DUIDELIJK & HAALBAAR ...................................................................................................................................57
6.2.5. EVB 7: BEPERKT AANTAL STRATEGIEEN → soms niet de meest...............................................................................................58
6.2.6. EVB 8: HERHALEN & VERANKEREN ..........................................................................................................................................58
6.2.7. EVB 9: UITDAGENDE ‘BEREIKBARE’ DOELEN ............................................................................................................................58
6.2.8. EVB 10: BEL. VAN MOTIVATIE&METACOGNITIE ......................................................................................................................59
6.3. Vooroefeningen - prenumerische vaardigheden ....................................................................................................... 59
6.4. NUMERISCHE ONDERSTEUNING/ REKENEN: ............................................................................................................ 59
6.4.1. L-taken .....................................................................................................................................................................................60
6.4.2. K-taken .....................................................................................................................................................................................61
6.4.3. S-taken .....................................................................................................................................................................................61
6.4.4. T, V, C en R taken .....................................................................................................................................................................62
6.4.5. p-taken .....................................................................................................................................................................................62
6.4.6. g-taken .....................................................................................................................................................................................63
6.5. Meetkunde en metend rekenen ................................................................................................................................ 64
6.6. REMEDIËRENDE MATERIALEN................................................................................................................................... 64
7. ONDERSTEUNING DYSLEXIE EN DYSCALCULIE – WOOCLAP ................................................................................................................. 65
7.1. dyslexie ...................................................................................................................................................................... 65
7.2. Dyscalculie ................................................................................................................................................................. 66
3
,8. COMORBIDITEIT BIJ LEERSTOORNISSEN ......................................................................................................................................... 67
8.1. ADHD en leerstoornissen ........................................................................................................................................... 67
8.1.1. ‘echte comorbiditeit ? ..............................................................................................................................................................67
8.1.2. Implicaties van comorbide ADHD ............................................................................................................................................68
8.1.3. Activiteiten doorheen de dag...................................................................................................................................................68
8.1.4. Time on task in functie van de lesvorm ...................................................................................................................................68
8.1.5. Aandacht in functie van de lesinhoud ......................................................................................................................................69
8.1.6. ADHD in de klas ........................................................................................................................................................................69
8.2. ASS en leerstoornissen .............................................................................................................................................. 69
8.2.1. ASS en leerstoornissen .............................................................................................................................................................70
8.2.2. ‘Echte’ comorbiditeit? ..............................................................................................................................................................70
8.2.3. Impact van ASS op het leren ....................................................................................................................................................70
8.2.4. Implicaties van comorbide ASS bij kind met leerstoornis ........................................................................................................71
8.3. DCD: developmental Coordination Disorder ............................................................................................................. 72
8.3.1. DCD ..........................................................................................................................................................................................72
8.3.2. DCD en leerstoornissen ............................................................................................................................................................72
8.3.3. echte’ comorbiditeit? ...............................................................................................................................................................72
8.3.4. Impact van DCD........................................................................................................................................................................72
8.3.5. Wooclap ...................................................................................................................................................................................72
8.4. Aandachtspunten bij jonge kinderen ........................................................................................................................ 74
8.4.1. Opportunity-propensity model ................................................................................................................................................74
8.4.2. Illustratie: adrian et al., 2020 ...................................................................................................................................................76
8.4.3. Distaal: SES / thuisomgeving ....................................................................................................................................................76
8.4.4. Gen x omgeving: diathesis stress .............................................................................................................................................76
8.4.5. Scaffolding ...............................................................................................................................................................................77
8.4.6. Ouder-kind interactie ...............................................................................................................................................................77
8.4.7. Jonge kinderen: besluit ............................................................................................................................................................78
8.5. Psycho-educatie ........................................................................................................................................................ 78
8.5.1. Waarom/ voor wie ...................................................................................................................................................................78
8.5.2. Ouders......................................................................................................................................................................................79
8.5.3. Leerkracht ................................................................................................................................................................................80
8.5.4. Attitudes van ouders en leerkrachten......................................................................................................................................80
8.5.5. Kennis van leerkrachten? .........................................................................................................................................................81
8.5.6. Leeftijdsgenoten/ klasgenoten ................................................................................................................................................82
8.6. Psycho-educatie ........................................................................................................................................................ 83
8.6.1. Inhoud: Cf. definitie .................................................................................................................................................................83
8.6.2. Effectiviteit van pyscho-educatie .............................................................................................................................................84
8.6.3. Psycho-educatie: besluit ..........................................................................................................................................................84
4
,1. Leerstoornissen
1.1. Conceptueel kader
Is een categoriale diagnose voor niet goed kunnen lezen, spellen en rekenen. ≠ verklarende diagnose
Beschrijvende/categoriale diagnose
→ Verklarend = een besmetting door het covid-19 virus, de oorzaak wordt beschreven
→ Beschrijvend = koorts , droge hoest, vermoeidheid, aangetast reuk en smaak vermogen en
ademhalingsproblimen ➔ een fenomeen wordt dus omschreven adhv de symptomen
→ Handelingsgericht = vooral rusten en extra zuurstof geven, bijkomend kans om besmettingen
voorkomen en contacten beperken. De begeleidings- en behandelingsbehoeften worden in kaart
gebracht, aangevuld met ev. Protectieve & risicofactoren
Er zijn 3 beschrijvende kenmerken, wordt er voldaan aan deze 3 kenmerken kan je een leerstoornis
hebben. Voldoe je er niet aan dan heb je een leermoeilijkheid. Beide zijn leerproblemen, dit is dus een
verzamelterm van leerstoornissen en leerproblemen.
Dyscalculie = moeite met rekennen
Dyslexie = moeite met taal
1.2. diagnostische systemen
ICF-kader, DSM-5, ICD-11
➔ voor leerstoornissen wordt er eigenlijk heel weinig gewerkt via diagnostische systemen, men heeft
eigen criteria die vrij vast zijn
In de DSM-5 vind je leerstoornissen onder de neurodevelopmental disorders, meer bepaald specific
learning disorders.
1.2.1. NEURODEVELOPMENTAL DISORDER
Leerstoornis = neurobiologische ontwikkelingsstoornis
5
, → Aanvang in (vroege) kinderjaren (pas te constateren vanaf 1ste leerjaar)
→ Stoornis in verwerving taal, cognitieve, motorische of sociale vaardigheden
→ Tamelijk stabiel verloop met progressieve verbetering ( maar vaak blijven deficieten in
volwassenheid)
→ Meestal hogere prevalentie bij jongens ( meer jongens bij dyslexie, maar discalculie is evenveel
jongens als meisjes)
→ Etiologie vaak onbekend, aanwijzingen voor genetische/ neurobiologische bepaaldheid
1.2.2. DSM-5 CRITERIA
Met beperkingen in het lezen
→ Accuraat lezen van woorden
→ Snelheid of vloeiendheid van lezen
→ Begrijpend lezen
Met beperkingen in de schriftelijke uitdrukkingsvaardigheden
→ Accuraat spellen
→ Accuraat gebruik van grammatica en interpunctie
→ Helderheid of structuur van de geschreven tekst
Met beperkingen in het rekenen
→ Gevoel voor getallen
→ Onthouden van rekenkundige feiten
→ Accuraat of vlot reken
→ Accuraat cijfermatig redeneren
Drie varianten= licht, matig, ernstig.
→ Wij in Vlaanderen gebruiken bijna nooit de DSM-5, maar dit is niet verkeerd.
1.2.3. ICF CRITERIA
6
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller sitta. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $10.89. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
75197 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 15 years now