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Samenvatting Inleiding tot de theoretische orthopedagogiek (ideaal voor examen)
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Ik houd het kort, ik dacht nooit dat ik de hogeschool zou aankunnen. Maar op dit vak, met deze samenvatting haalde ik een 19/20
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Inleiding tot de theoretischeorthopedagogiek H1: agogie en agogiek
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1. Inleiding......................................................................................................................5
2. Wat betekent agogie en agogiek................................................................................5
3. Drie sleutelbegrippen van het agogisch handelen.....................................................6
Veranderen..................................................................................................................6
Handelen.....................................................................................................................6
Emancipatie................................................................................................................6
4. Richtinggevende kenmerken van het agogisch handelen (Joep Brinkman)...............7
Psychosociale verandering..........................................................................................7
Doelgericht..................................................................................................................7
Systematisch...............................................................................................................7
Bewust........................................................................................................................7
Gewenst door betrokkenen.........................................................................................7
Niet even wederzijds...................................................................................................7
Beroepsmatig..............................................................................................................7
Waardegebonden........................................................................................................7
5. Professionalisering van het agogisch handelen..........................................................8
Snelle evolutie van wetenschappen en techniek........................................................8
Stijgende individualisering..........................................................................................8
6. Vertrekpunt van het agogisch handelen....................................................................9
Exagogiek....................................................................................................................9
Anagogiek...................................................................................................................9
Katagogiek..................................................................................................................9
7. Niveaus van veranderingsprocessen........................................................................10
Microniveau...............................................................................................................10
Mesoniveau...............................................................................................................10
Macroniveau..............................................................................................................10
8. Valkuil van de (ped)agogisering...............................................................................11
Wederkerige relatie...................................................................................................11
Uitgaan van de mogelijkheden..................................................................................11
Mensen zijn historische wezens................................................................................12
1. Inleiding....................................................................................................................17
Het opvoedingsproces: opvoeden en ontwikkelen....................................................17
3. Van problemen bij het opvoeden tot een stagnerend opvoedingsproces................18
, Van problemen bij het opvoeden..............................................................................18
… tot een stagnerend opvoedingsproces..................................................................18
4. Problematische opvoedingssituatie (POS)................................................................19
Betekenis van POS....................................................................................................19
Wanneer problematisch (Perquy)..............................................................................19
5. Orthopedagogisch handelen en orthopedagogiek....................................................20
6. Het terrein van de orthopedagogie(k)......................................................................21
7. De orthopedagogiek gesitueerd ten aanzien van andere disciplines.......................21
1. Inleiding....................................................................................................................27
Paradigma 1: uitstoting en segregatie.........................................................................28
In de Prehistorie (… - 3500 v.Chr).............................................................................28
In de Oudheid (3500 v. Chr – 500 na Chr).................................................................28
In de nieuwe tijd (1500 – 1780).................................................................................29
In de twintigste eeuw................................................................................................30
Vandaag....................................................................................................................30
Paradigma 2: liefdadigheid en bevoogding..................................................................31
In de middeleeuwen (500 na Chr – 1500 na Chr)......................................................31
Vandaag....................................................................................................................32
Paradigma 3: medisch model/stoornisdenken..............................................................33
In de Nieuwste of Moderne tijd (1780 – 1945)...........................................................34
De verlichting (1780 - 1850).....................................................................................34
Historische terugval (1850 – 1945)...........................................................................35
Vandaag....................................................................................................................35
Paradigma 4: normalisatie & integratie........................................................................35
In de eigen tijd (1945 - …).........................................................................................36
Normalisatie...........................................................................................................36
Normalisatie- of ontwikkelingsparadigma..............................................................37
Ontstaan normalisatieparadigma...........................................................................37
Uitgangspunten normalisatieprincipe (Nirje).........................................................37
Concrete uitwerking normalisatie (Nirje)...............................................................37
Misopvattingen..........................................................................................................38
Integratie...................................................................................................................38
Impact paradigma.....................................................................................................38
Paradigma 5: het nieuwe paradigma/ disability studies/burgerschapsmodel..............38
Inclusie......................................................................................................................39
Ontstaan burgerschapsparadigma............................................................................40
Burgerschapsparadigma...........................................................................................40
Volwaardig burgerschap........................................................................................40
, Keuze en controle..................................................................................................41
Ondersteuning.......................................................................................................41
Quality of life.............................................................................................................41
VN-verdrag inzake Rechten van Personen met een Handicap..................................41
Voorbeeld uit het heden............................................................................................41
Inleiding........................................................................................................................47
1. De geesteswetenschappelijke stroming...................................................................49
Holistisch...................................................................................................................49
Begrijpen/verstehen..................................................................................................49
Implicaties.................................................................................................................49
Procedure: hoe verloopt dit verstehen? (EXAMENVRAAG!).......................................49
Betekenis voor de praktijk.........................................................................................50
Belangrijke kopstukken.............................................................................................50
Ter Horst................................................................................................................50
Cock.......................................................................................................................50
Impact van deze stroming.........................................................................................50
Kritiek........................................................................................................................50
2. De empirisch-analytische stroming..........................................................................51
Objectief waarnemen................................................................................................51
Meten en analyseren.................................................................................................51
Wetmatigheden.........................................................................................................51
Labelen......................................................................................................................51
Theoretische constructen..........................................................................................52
Orthopedagogiek.......................................................................................................52
Procedure: de empirische cyclus...............................................................................52
Betekenis voor de praktijk.........................................................................................54
Impact.......................................................................................................................54
Kritiek op de empirisch-analytische stroming...........................................................54
3. De kritisch-emancipatorische stroming....................................................................54
Kritisch......................................................................................................................55
Emancipatie..............................................................................................................55
Bevrijding..................................................................................................................55
Mondigheid................................................................................................................55
Empowerment en inclusie.........................................................................................55
Vrijheid......................................................................................................................55
Procedures................................................................................................................55
Impact.......................................................................................................................56
Kritiek........................................................................................................................56
, *Inleiding......................................................................................................................62
Wim ter Horst............................................................................................................62
Dialoog......................................................................................................................62
De opvoeders 1. Heeft het kind wel echte opvoeders?.............................................63
2. Heeft de opvoeder wat over voor deze kinderen? Vitaliteit?.................................63
3. Is de opvoeder open voor & gericht op de kinderen? Openheid en intentionaliteit?
..................................................................................................................................63
4. Beheerst de opvoeder de grondvormen................................................................64
5. Kan de opvoeder voldoende bijtanken?................................................................64
Het kind........................................................................................................................64
1. Is dit kind wel helemaal fit?...................................................................................64
2. Voelt het kind zich wel veilig?...............................................................................65
3. Heeft het kind voldoende eigens?.........................................................................65
4. Komt dit kind uit zijn schulp? Belangstelling.........................................................65
5. Kan het kind zich redden?.....................................................................................65
6. Heeft het kind de tijd?...........................................................................................65
Toepassing: de zorgboerderij: een “volle” omgeving...................................................65
De volheid van de omgeving.....................................................................................65
De ordening van de omgeving..................................................................................65
Is de omgeving uitdagend genoeg,...........................................................................65
Grondvormen op de zorgboerderij............................................................................66
De werkelijkheid achter de omgeving.......................................................................66
1. Kinderbeelden en kinderrechten..............................................................................71
2. Kinderrechten...........................................................................................................72
3. Je algemene rechten als minderjarige......................................................................73
Situering.......................................................................................................................79
Concept: ontstaansgeschiedenis..................................................................................79
Discrepantie tussen HRQoL en QoL..............................................................................79
Kenmerken van Kwaliteit van Leven............................................................................79
Multidimensionaal.....................................................................................................80
Subjectief..................................................................................................................80
Dynamisch................................................................................................................81
Universeel.................................................................................................................81
Bevorderen van KvL.....................................................................................................81
Vertrekt vanuit..........................................................................................................81
Model Felce & Perry......................................................................................................81
KvL vraagt….................................................................................................................81
Verwachtingen professionelen – verwachtingen cliënten/gasten/doelgroep................82
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