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Samenvatting Pedagogische Wetenschappen : Leerstoornissen
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Complete samenvatting van het vak Pedagogische wetenschappen: leerstoornissen van KU Leuven. De inhoud treft de leerstof van academiejaar 2022/2023.
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Anikahoekman
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Schakeljaar pedagogische wetenschappen:Orthopedagogiek Leerstoornissen
Docent: Els Gadeyne
Student: Anika
Universiteit KU Leuven
Leerjaar: 2022-2023
1
,Inhoudsopgave
Leerstof................................................................................................................................................................5
Hoofdstuk 1 Leerproblemen versus leerstoornis......................................................................................................5
Leerprobleem versus leerstoornis.......................................................................................................................5
Leren.....................................................................................................................................................................5
Leerstoornis..........................................................................................................................................................6
Classificatie...........................................................................................................................................................6
Definitie dyslexie..............................................................................................................................................7
Definitie dyscalculie.........................................................................................................................................7
DSM diagnose specifieke leerstoornis.............................................................................................................7
Comorbiditeit...................................................................................................................................................7
Hoofdstuk 2 Lezen.....................................................................................................................................................8
Taakanalytisch leesmodel....................................................................................................................................8
Procesmodellen van lezen...................................................................................................................................9
Bottom-up model.............................................................................................................................................9
Topdown model...............................................................................................................................................9
Leesontwikkeling..................................................................................................................................................9
Cognitieve oorzaak dyslexie...............................................................................................................................10
Fonologisch deficit.........................................................................................................................................10
Rapid naming deficit......................................................................................................................................11
Werkgeheugen deficit...................................................................................................................................11
Diagnostiek technisch lezen – woordniveau......................................................................................................12
Proce..............................................................................................................................................................12
Niveaubepaling..............................................................................................................................................13
Ordening van leesfouten (foutenclassificatie)...............................................................................................13
Kwalitatieve analyse - woordniveau..............................................................................................................13
Kwalitatieve analyse – zinniveau...................................................................................................................14
Kwalitatieve analyse – (niet) taak specifieke voorkennis..............................................................................14
Taakgerichte hulp lezen.....................................................................................................................................14
Opbouwmethodiek........................................................................................................................................14
Inprentingsmethodiek...................................................................................................................................15
Begripsstrategiemethodiek...........................................................................................................................15
Hoofdstuk 3 Spellen................................................................................................................................................16
Syllabisch principe..............................................................................................................................................16
Morfologisch principe........................................................................................................................................16
Morfologisch principe heeft twee regels.......................................................................................................17
Etymologisch principe........................................................................................................................................17
Spellingmodellen................................................................................................................................................17
Taak analytisch model...................................................................................................................................18
Procesmodel voor spelling.............................................................................................................................18
Diagnostiek spellen............................................................................................................................................19
Niveaubepaling..............................................................................................................................................19
Foutenclassificatie.........................................................................................................................................19
Kwalitatieve analyse......................................................................................................................................19
Strategiemethodiek.......................................................................................................................................19
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,Hoofdstuk 4 Rekenen..............................................................................................................................................20
Ontwikkeling van getalbegrip............................................................................................................................20
Ontwikkeling van logisch denken (Piaget).....................................................................................................20
Taakanalytisch rekenmodel...............................................................................................................................21
Ontwikkeling van rekenhandelingen.................................................................................................................21
Procesmodellen van rekenen.............................................................................................................................22
Cognitieve oorzaken dyscalculie........................................................................................................................22
Rekenen en intelligentie, correlatie?.................................................................................................................22
Diagnostiek rekenen..........................................................................................................................................22
Niveaubepaling..............................................................................................................................................23
Foutenclassificatie.........................................................................................................................................23
Kwalitatieve analyse van het rekenproces....................................................................................................23
Document: Protocol wiskunde problemen........................................................................................................23
Ontluikende gecijferdheid.............................................................................................................................23
Voorbereidende rekenvaardigheden............................................................................................................23
Aanvankelijk rekenen.........................................................................................................................................24
Basiskennis.........................................................................................................................................................24
Gevorderd rekenen............................................................................................................................................24
Leerproblemen: orthopedagogisch bekeken.....................................................................................................24
Leerproblemen en gedrags- en emotionele problemen samenhang................................................................25
Acceptatie van een stoornis/ handicap.............................................................................................................27
Impact op de opvoedingsrelatie....................................................................................................................27
Impact op de persoon van de ouders............................................................................................................27
Impact op de partnerrelatie..........................................................................................................................27
Impact op de broers en zussen......................................................................................................................28
Impact op de sociale context.........................................................................................................................28
Leerproblemen breed gezien.............................................................................................................................28
Preventieve maatregelen in het hulpverleningstraject.....................................................................................28
Hoofdstuk 5 Diagnostiek bij leerproblemen...........................................................................................................29
Signalen van leerproblemen..............................................................................................................................29
Ouders...........................................................................................................................................................29
School.............................................................................................................................................................29
Leerlingvolgsystemen.........................................................................................................................................29
Aanmelding en intake........................................................................................................................................29
Hypothesevorming.............................................................................................................................................30
Onderzoek..........................................................................................................................................................30
Classificerende diagnostiek...........................................................................................................................30
Verklaring diagnostiek leerstoornissen..............................................................................................................30
Handelingsgerichte diagnostiek leerproblemen................................................................................................31
Analyse op taakniveau..................................................................................................................................31
Analyse op pedagogisch niveau.....................................................................................................................31
Eerder onderzoek na pedagogische analyse......................................................................................................31
Analyse op fysiek niveau................................................................................................................................31
Integratief beeld............................................................................................................................................31
3
, Hoofdstuk 6 Diagnostische protocollen en zorgcontinuum in Vlaanderen............................................................32
Het zorgcontinuum............................................................................................................................................32
Brede basiszorg..............................................................................................................................................32
Verhoogde zorg.............................................................................................................................................32
Uitgebreide zorg............................................................................................................................................32
Hoofdstuk 7 Interventie bij leerproblemen en -stoornissen..................................................................................33
Niveau's van de interventies..............................................................................................................................33
Pedagogische begeleiding van gezin en school.............................................................................................33
Taakgerichte leerhulp (behandeling of remediering)....................................................................................33
Aanvullende behandelingen..........................................................................................................................33
Hulpmaatregelen op school...............................................................................................................................33
RECIDOS.........................................................................................................................................................33
Onderdelen behandelplan.............................................................................................................................34
Globaalplan....................................................................................................................................................34
Behandelplan.................................................................................................................................................34
Orthodidactische behandelprincipes.................................................................................................................34
Compenseren.....................................................................................................................................................34
Dyslexie..........................................................................................................................................................34
Dyscalculie.....................................................................................................................................................34
Criteria voor goede leerhulp..............................................................................................................................34
Wie biedt hulp?..................................................................................................................................................35
Dwaalwegen in de hulpverlening bij leerproblemen.........................................................................................35
Dwaalwegen effectief?..................................................................................................................................35
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