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Samenvatting Ontwikkelingsstoornissen 2: Dyscalculie / rekenstoornissen
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Samenvatting van de cursus en de lessen omtrent dyscalculie binnen ontwikkelingsstoornissen 2
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By: ringoetchloe7 • 1 year ago
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trog0405
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Hogeschool GentOntwikkelingsstoornissen
2
Dyscalculie
2021 - 2022
,Inhoud
Inleiding............................................................................................................................................................................. 3
Signaleringslijst dyscalculie ........................................................................................................................................... 3
Overzichtsschema dyscalculie....................................................................................................................................... 4
Diagnostiek........................................................................................................................................................................ 4
Diagnostisch model van Ruijssenaars ........................................................................................................................... 4
1. Analyse van klacht / hulpvraag en situatieanalyse ........................................................................................... 4
2. Probleemstelling en -formulering ..................................................................................................................... 4
3. Probleemanalyse op taakniveau ....................................................................................................................... 4
4. Voorstellen voor oplossing van het probleem .................................................................................................. 4
5. Planning van de ingreep.................................................................................................................................... 4
6. Uitvoering van de hulp ...................................................................................................................................... 4
Praktijkmodel handelingsgerichte diagnostiek (HGD, Pameijer e.a.) ........................................................................... 5
1. Intakefase .......................................................................................................................................................... 5
2. Strategiefase ..................................................................................................................................................... 6
3. Onderzoeksfase................................................................................................................................................. 6
4. Integratie- en aanbevelingsfase ...................................................................................................................... 11
5. Adviesfase ....................................................................................................................................................... 11
Interventie- en evaluatiefase .................................................................................................................................. 12
Foutenanalyse ............................................................................................................................................................. 12
Metacognitie ................................................................................................................................................................... 12
Wat is metacognitie .................................................................................................................................................... 12
Metacognititeve kennis........................................................................................................................................... 13
Metacognitieve vaardigheden ................................................................................................................................ 13
Metacognitieve opvattingen ................................................................................................................................... 13
Signalen die wijzen op een tekort aan metacognitieve kennis / vaardigheden ..................................................... 13
Bevorderen van metacognitie................................................................................................................................. 14
Model van Veenman ................................................................................................................................................... 14
Rekenmethodes .............................................................................................................................................................. 14
Therapie .......................................................................................................................................................................... 15
Algemene richtlijnen voor therapie ............................................................................................................................ 15
Struikelblokken ........................................................................................................................................................... 15
Doelstellingen ............................................................................................................................................................. 15
Evidence-based handelen ........................................................................................................................................... 16
Instructieprincipes mbt dyscalculie ............................................................................................................................ 16
Isoleren ................................................................................................................................................................... 16
Integreren ............................................................................................................................................................... 16
Identificeren ............................................................................................................................................................ 16
1
, Generaliseren en transfereren................................................................................................................................ 17
Herhalen .................................................................................................................................................................. 17
Compenseren .......................................................................................................................................................... 17
Kenmerken van handelingen ...................................................................................................................................... 17
Oriënteringsfase ...................................................................................................................................................... 17
1. Mate van verinnerlijking ................................................................................................................................. 17
2. Mate van verkorting van de handeling ........................................................................................................... 17
3. Mate van beheersing van de handeling .......................................................................................................... 17
4. Mate van wendbaarheid van de handeling .................................................................................................... 17
CSA-principe ................................................................................................................................................................ 17
Remediërende methoden, software en leermiddelen ................................................................................................... 17
Oefenprogramma’s / remediërende methoden ......................................................................................................... 17
Therapiemateriaal ................................................................................................................................................... 19
Software / websites / apps ..................................................................................................................................... 19
Specifieke topics rekenen ........................................................................................................................................... 20
Voorbereiding op het rekenen ................................................................................................................................ 20
Lezen en schrijven van getallen tot 10.................................................................................................................... 20
Lezen en schrijven van de operatoren + - x : = ....................................................................................................... 20
Rekentaal ................................................................................................................................................................ 20
Inzicht in het tientallig stelsel / inzicht in getalstructuur / inzicht in getalopbouw ............................................... 20
Hoofdrekenen ......................................................................................................................................................... 20
Vermenigvuldigen en delen .................................................................................................................................... 22
Vraagstukken .......................................................................................................................................................... 22
Psycho-educatie ...................................................................................................................................................... 23
Rekenangst .............................................................................................................................................................. 24
DICORDI-maatregelen ..................................................................................................................................................... 24
Stimuleren ................................................................................................................................................................... 24
Differentiëren.............................................................................................................................................................. 24
Compenseren .............................................................................................................................................................. 24
Relativeren of remediëren .......................................................................................................................................... 25
Dispenseren ................................................................................................................................................................ 25
Voorwaarden compensatie / dispensatie ................................................................................................................... 25
Dyscalculie-attest ........................................................................................................................................................ 25
2
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