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Orthopedagogiek: theorieën en werkvelden
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ORTHOPEDAGOGIEK: THEORIEËN EN WERKVELDENOrthopedagogiek: theorieën en werkvelden .......................................................................................................... 1
Lesverloop ......................................................................................................................................................... 10
Praktische inleiding tot OPO ......................................................................................................................... 10
Toelichting ................................................................................................................................................. 10
Twee verschillende OPO’S ......................................................................................................................... 11
Doelstellingen en leerdoelen .................................................................................................................... 11
Didactisch team ......................................................................................................................................... 11
Werkvormen en studiemateriaal .............................................................................................................. 11
Verwachtingen t.a.v. de student ............................................................................................................... 12
Evaluatievorm en -criteria ......................................................................................................................... 12
Inhoudelijke inleiding tot OPO .......................................................................................................................... 12
Individu-Context denken ............................................................................................................................... 12
Medisch model .......................................................................................................................................... 12
Burgerschapsmodel (in de jaren 70) ......................................................................................................... 13
Handicapcreatiemodel (Fougeyrollas) ...................................................................................................... 14
Biopsychosociaal model (Engel, 1980) ...................................................................................................... 15
Ecologisch model (Bronfenbrenner) ......................................................................................................... 16
International Classification of Functioning, Disability and Health (ICF; WHO, 2001) ................................ 16
Classificatiesysteem .............................................................................................................................. 16
Orthopedagogiek als wetenschap ............................................................................................................. 17
Opvoeding ................................................................................................................................................. 17
Problematische opvoedingssituatie (POS) ................................................................................................ 18
Gespreksvaardigheden (vind je terug in de reader) ...................................................................................... 18
Grondhouding (toon je in een aantal gespreksvaardigheden).................................................................. 19
Algemene gespreksvaardigheden (hier zijn verschillende indelingen mogelijk. Maar kuleuven gebruikt
indeling van Lang & van der Molen) ......................................................................................................... 19
Niet-selectieve luistervaardigheden ..................................................................................................... 20
Selectieve luistervaardigheden ............................................................................................................. 20
Algemene gespreksvaardigheden ......................................................................................................... 21
Regulerende vaardigheden ................................................................................................................... 21
Nuancerende vaardigheden .................................................................................................................. 22
Observatievaardigheden ............................................................................................................................... 22
Verschillende vormen van observatie ....................................................................................................... 23
Rapportagemethoden ............................................................................................................................... 23
Aandachtspunten tijdens observatie ........................................................................................................ 24
1
, Verslaglegging ........................................................................................................................................... 24
Voorbeeldexamenvraag ................................................................................................................................ 24
Problematische opvoedingssituatie .................................................................................................................. 25
Opvoeding ..................................................................................................................................................... 25
Orthopedagogische vraagstelling: afstemming tussen pedagogische vraag van het kind en het pedagogisch
aanbod van de ouders ................................................................................................................................... 26
1.Analyse van het ontwikkelingsverloop van het kind .............................................................................. 26
2. Analyse van het opvoeden .................................................................................................................... 27
2.1. Relatie aangaan/onderhouden ...................................................................................................... 27
2.2. Klimaat scheppen/aanpassen ........................................................................................................ 27
2.3. Situatie hanteren ............................................................................................................................ 28
3. Analyse van de beïnvloedende omstandigheden ................................................................................. 28
Samengevat: opvoedingsproces ................................................................................................................... 29
Echter, veel verschillende conceptualisaties … ............................................................................................. 29
Patterson et al. (1992)................................................................................................................................... 30
Centraal element in deze conceptualisaties ................................................................................................. 30
Vraagstelling Kok (van Heteren et al., 2000) ............................................................................................. 31
Opvoeden ...................................................................................................................................................... 31
Problematische opvoedingssituatie .............................................................................................................. 32
POS: primair vs secundair.......................................................................................................................... 32
Toepassingen: Leroy ...................................................................................................................................... 33
Methodische aanpak van opvoedingsproblemen: de klinische cyclus ............................................................. 34
Opbouw van de les ........................................................................................................................................ 34
Waarom methodisch handelen? ................................................................................................................... 34
Voorwaarden voor hulpverlening ............................................................................................................. 34
Waarom methodisch? ............................................................................................................................... 35
Framing effect (voorbeeld) ................................................................................................................... 36
Methodische processen ................................................................................................................................ 37
Empirische cyclus (De Groot, 1961)........................................................................................................... 37
Regulatieve cyclus (Van Strien, 1986) ....................................................................................................... 38
Klinische cyclus .......................................................................................................................................... 38
Variant ................................................................................................................................................... 39
Diagnostiek en classificatie ........................................................................................................................... 40
Classificatie ................................................................................................................................................ 40
Klinische cyclus (klassiek) .............................................................................................................................. 41
De diagnostische cyclus (De Bruyn e.a. 2003, p. 37) ................................................................................. 42
Aanmelding ........................................................................................................................................... 43
2
, Klachtanalyse (eerste echte fase van diagnostische cyclus) ................................................................. 43
Probleemanalyse ................................................................................................................................... 44
Verklaringsanalyse ................................................................................................................................ 45
Indicatieanalyse..................................................................................................................................... 45
Advies .................................................................................................................................................... 45
Samengevat: Belangrijkste stappen in diagnostisch proces .................................................................. 45
Klinische cyclus .............................................................................................................................................. 46
Detailopsplitsing “Interventie” a.d.h.v. de cyclus van planmatig handelen (Knorth & Smit, 1999) .......... 46
Indicatiestelling: 5 aspecten .................................................................................................................. 46
Indicatiestelling: 1. Is beslissing tot behandelen terecht? .................................................................... 46
Indicatiestelling: 2. Formulering van doelstellingen ............................................................................. 47
Indicatiestelling: 3. Selecteren van behandelingen ............................................................................... 48
Indicatiestelling: 4. Verhouding nut en kans op slagen ......................................................................... 48
Indicatiestelling: 5. Controle uitvoerbaarheid....................................................................................... 48
Detailopsplitsing “Interventie” a.d.h.v. de cyclus van planmatig handelen (Knorth & Smit, 1999) .......... 49
Handelingsplanning ............................................................................................................................... 49
Vergelijking methodische cycli (Knorth & Smit, 1999) .............................................................................. 49
Methodische aanpak van opvoedingsproblemen: de klinische cyclus ............................................................. 50
Klinische cyclus (klassiek) – casus Vicky ........................................................................................................ 50
De diagnostische cyclus (De Bruyn e.a. 2003, p. 37) ..................................................................................... 50
Aanmelding – Vicky ................................................................................................................................... 51
Klachtanalyse ............................................................................................................................................ 51
Probleemanalyse - Vicky ........................................................................................................................... 52
Verklaringsanalyse – Vicky ........................................................................................................................ 53
Indicatieanalyse – Vicky ............................................................................................................................ 54
Advies – Vicky ............................................................................................................................................ 54
Klinische cyclus .............................................................................................................................................. 55
Detailopsplitsing “Interventie” a.d.h.v. de cyclus van planmatig handelen (Knorth & Smit, 1999) .............. 55
Indicatiestelling: 1. Is beslissing tot behandelen terecht? ........................................................................ 55
Doelstelling en selectie – Vicky ................................................................................................................. 55
Detailopsplitsing “Interventie” a.d.h.v. de cyclus van planmatig handelen (Knorth & Smit, 1999) .............. 56
Doelstelling en selectie – Vicky ................................................................................................................. 57
Diagnostische cyclus (handelingsgericht) ......................................................................................................... 57
Uitgangspunten van handelingsgerichte diagnostiek (Pameijer & van Beukering, 2004) ............................ 57
Intakefase .................................................................................................................................................. 58
Strategiefase ............................................................................................................................................. 58
Onderzoeksfase ......................................................................................................................................... 59
3
, Indiceringsfase .......................................................................................................................................... 59
Adviesfase ................................................................................................................................................. 59
Inleiding module: visie kind, ontwikkeling, opvoeding → orthopedagogisch kader ........................................ 60
Modellen & theorieën in de benadering van kinderen en jongeren met specifieke opvoedings- en
onderwijsbehoeften ...................................................................................................................................... 60
Doelstellingen Algemeen theoretische kaders ............................................................................................. 60
Visie op kinderen, ontwikkeling en individuele verschillen .............................................................................. 61
Overzicht: Visie op kinderen, ontwikkeling en individuele verschillen ......................................................... 61
Studiemateriaal ............................................................................................................................................. 61
1.Ontwikkelings- en opvoedingsopgaven ..................................................................................................... 61
Ontwikkelings- en opvoedingstaken: Leeftijd 0-2 jaar (Landsheer e.a., 1991; Rispens e.a., 1994) .......... 62
Ontwikkelings- en opvoedingstaken: Leeftijd 2-5 jaar (Landsheer e.a., 1991; Rispens e.a., 1994) .......... 63
Ontwikkelings- en opvoedingstaken: Leeftijd 5-11 jaar (Landsheer e.a., 1991; Rispens e.a., 1994) ........ 64
Ontwikkelings- en opvoedingstaken: Leeftijd 12+ jaar (Landsheer e.a., 1991; Rispens e.a., 1994) ......... 64
Oefening Ontwikkelingsopgaven .......................................................................................................... 65
2.Individuele verschillen bij kinderen ........................................................................................................... 65
2.1 Temperament versus persoonlijkheid: definities ....................................................................... 65
2.2 Sensitief zijn voor individuele kenmerken van kinderen in de opvoeding ................................. 68
2.3 Individuele kenmerken & aanpak in de klas........................................................................................ 69
Visie op opvoeding en opvoedingsproblemen .................................................................................................. 69
Overzicht ....................................................................................................................................................... 69
1.Visie op opvoeding: principes .................................................................................................................... 70
2.De componenten van opvoeding ............................................................................................................... 70
3.Determinanten van ouderlijk handelen (Belsky, 1984) .............................................................................. 74
4.Opvoedingsvragen ..................................................................................................................................... 77
5.Opvoedingsproblemen ............................................................................................................................... 77
6. Gedrags- versus opvoedingsproblemen .................................................................................................... 78
7. Continuüm van gewone opvoedingssituatie naar opvoedingsnood ......................................................... 78
8. Oorzaken van opvoedingsproblemen ....................................................................................................... 81
8.1 Het balansmodel van Bakker, Bakker, van Dijke, & Terpstra (1998) .......................................... 81
8.2. Bedreigende & Beschermende factoren ............................................................................................ 82
Het orthopedagogisch kader ............................................................................................................................. 83
Doelstellingen ............................................................................................................................................... 83
Overzicht ....................................................................................................................................................... 83
1.Orthopedagogisch kader: ouder-kindrelatie .............................................................................................. 84
1.1. Domeinen van samenleven in het gezin ............................................................................................ 84
1.2. Componenten van opvoedingssituaties in het gezin ......................................................................... 84
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