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Samenvatting LEERSTOORNISSEN
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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 .
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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
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