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Samenvatting Inleiding in de SPP deel O. Demets
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Samenvatting Inleiding in de SPP deel O. Demets
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INLEIDING IN DE SCHOOL- &PEDAGOGISCHE PSYCHOLOGISCHE
SECTOR
SAMENVATTING DEEL O. DEMETS (2021-2022)
,Inhoud
1. Contextueel referentiekader ........................................................................................................................ 5
A) Inleiding .................................................................................................................................................... 5
B) Uitgangspunten en basisbegrippen uit het contextueel begeleiden ....................................................... 5
1. Vier dimensies (hebben een invloed op relaties tussen mensen) ....................................................... 5
Eerste dimensie: de feiten........................................................................................................................ 5
Tweede dimensie: de psychologie ........................................................................................................... 5
Derde dimensie: de interacties ................................................................................................................ 5
Vierde dimensie: de relationele ethiek (existentieel-ethisch) ................................................................. 6
Samenhang tussen de 4 dimensies .......................................................................................................... 6
2. Loyaliteit ............................................................................................................................................... 7
Het begrip ................................................................................................................................................. 7
Primaire en verworven loyaliteit .............................................................................................................. 7
Horizontale en verticale loyaliteit ............................................................................................................ 7
Problemen gerelateerd aan loyaliteit: wnr verbondenheid leidt tot gebondenheid .............................. 7
3. Roulerende rekeningen en een destructief recht ................................................................................ 8
Roulerende rekening ................................................................................................................................ 8
Destructief recht....................................................................................................................................... 8
C) Grondhoudingen en handelwijzen ........................................................................................................... 8
1. Meerzijdige partijdigheid ..................................................................................................................... 8
2. Erkenning geven ................................................................................................................................... 8
3. Het gebruik van hulpbronnen .............................................................................................................. 9
4. Ontschuldigen ≠ vergeven ................................................................................................................... 9
5. Het belang van de actie ........................................................................................................................ 9
6. De factor tijd en het moratorium ......................................................................................................... 9
D) Genogrammen en ecogrammen. Een heldere kijk op gezinnen. ........................................................... 10
1. Ingewikkelde gezinssystemen ............................................................................................................ 10
2. Genogram onmisbaar ......................................................................................................................... 10
3. Wat is een genogram en een ecogram?............................................................................................. 10
4. Waarom genogrammen en ecogrammen tekenen ............................................................................ 10
Instrument in het proces van de hulpverlening ..................................................................................... 11
Communicatiemiddel tussen cliënten en hulpverlener ......................................................................... 11
Instrument voor verslaggeving ............................................................................................................... 11
Instrument voor communicatie tussen welzijnswerkers ....................................................................... 11
Het genogram als beeldverhaal ............................................................................................................. 11
Instrument van de meerzijdige partijdigheid ......................................................................................... 11
1
, Het genogram als doel op zich ............................................................................................................... 11
2. IJH ............................................................................................................................................................... 12
A) Rechten en plichten van minderjarigen in België .................................................................................. 12
1. Decreet Rechten van de Minderjarige in de jeugdhulp (DRM) .......................................................... 12
Wat? ....................................................................................................................................................... 12
Voor wie?................................................................................................................................................ 12
Doel?....................................................................................................................................................... 12
Kenmerken ............................................................................................................................................. 12
Toepassingsgebied ................................................................................................................................. 13
DRM: De Rechten (brochure Tzitemzo).................................................................................................. 13
2. Decreet Integrale Jeugdhulp (IJH) ...................................................................................................... 13
Situering ................................................................................................................................................. 13
Uitgangspunten IJH ................................................................................................................................ 13
Agentschap OPGROEIEN......................................................................................................................... 14
Partners binnen Jeugdhulp..................................................................................................................... 14
Cliënt- en resultaatgerichte doelstellingen → 6 krachtlijnen (zie brochure) ......................................... 14
Krachtlijnen ............................................................................................................................................ 15
3. Zorgzame/zorgbrede scholen..................................................................................................................... 22
A) Het M-decreet ........................................................................................................................................ 22
1. Van segregatie naar inclusie............................................................................................................... 22
2. Continuüm van zog in de leerlingbegeleiding .................................................................................... 23
Fase 0: Brede basiszorg .......................................................................................................................... 23
Fase 1: Verhoogde zorg .......................................................................................................................... 23
Fase 2: Uitbreiding van zorg ................................................................................................................... 24
Fase 3: Individueel aangepast curriculum (IAC)→ zie punt 5 (verder) .................................................. 24
3. Redelijke aanpassingen ...................................................................................................................... 24
4. Het centrum voor leerlingbegeleiding (CLB) → werkt vraaggestuurd ............................................... 25
5. Het individueel aangepast curriculum (IAC) ....................................................................................... 26
6. Types buitengewoon onderwijs ......................................................................................................... 26
7. Opleidingsvormen .............................................................................................................................. 26
B) Decreet Leersteun (vanaf 1 september 2022) ....................................................................................... 27
1. Doelstelling decreet leersteun ........................................................................................................... 27
2. Krachtlijnen decreet leersteun ........................................................................................................... 27
C) De inclusieve leeromgeving.................................................................................................................... 28
1. Definiëring .......................................................................................................................................... 28
2. Wat kenmerkt inclusief onderwijs ..................................................................................................... 28
2
, D) Universal Design for Learning................................................................................................................. 29
1. UDL, een inleiding............................................................................................................................... 29
2. Drie vragen als houvast ...................................................................................................................... 29
3. Waarom UDL? .................................................................................................................................... 29
4. UDL en het zorgcontinuüm ................................................................................................................ 29
5. Illustratief UDL en Handelingsgericht werken.................................................................................... 29
4. Leerlingbegeleiding (uitdagingen van de 21ste eeuw) ................................................................................ 30
A) Coördinatie van zorg in het basisonderwijs ........................................................................................... 30
1) Zorgcoördinatie .................................................................................................................................. 30
Coördinatie op schoolniveau, desgevallend op het niveau van de scholengemeenschap .................... 30
Niveau van de ondersteuning voor het handelen van de leerkrachten................................................. 30
Niveau van het begeleiden van leerlingen ............................................................................................. 30
2) Een specifieke invulling van zorg: “de zorgcoördinator” ................................................................... 30
3) Een handelingsgericht multidisciplinair overleg (MDO)..................................................................... 31
Begripsomschrijving ............................................................................................................................... 31
Schematische voorstelling MDO ............................................................................................................ 31
Opbouw MDO......................................................................................................................................... 31
4) Zoeken naar afstemming tussen de taak binnen de zorgcoördinatie en het CLB.............................. 32
Afspraken tussen CLB en zorgcoördinator ............................................................................................. 32
B) Coördinatie van zorg in het secundair onderwijs ................................................................................... 32
1. Cel leerlingenbegeleiding ................................................................................................................... 32
2. Interne leerlingbegeleiders ................................................................................................................ 32
3. (Begeleidings-)klassenraad ................................................................................................................. 32
C) Consultatieve leerlingbegeleiding .......................................................................................................... 33
1. Essentiële kenmerken van de methodiek → Zie artikel caleidoscoop (Toledo) ................................ 33
2. Consultatieve leerlingbegeleiding in een notendop .......................................................................... 33
3. De drie rollen van de begeleider ........................................................................................................ 34
D) Contextuele leerlingbegeleiding ............................................................................................................ 34
1. Ieders eigen context ........................................................................................................................... 34
2. De verbanden binnen de driehoek ..................................................................................................... 34
3. De contextuele rol van de leerkracht ................................................................................................. 35
4. Meerzijdige partijdigheid ................................................................................................................... 35
5. Erkenning............................................................................................................................................ 35
6. Dialoog................................................................................................................................................ 35
7. Hulpbronnen ...................................................................................................................................... 36
8. Over het belang van teamwerk en de totaalopvatting van de school ............................................... 37
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