Summary

Samenvatting onderwijspsychologie en leerstoornissen VUB

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Course
Onderwijspsychologie En Leerstoornissen (011518)

Institution
Vrije Universiteit Brussel (VUB)

Dit is een volledige samenvatting van het vak 'onderwijspsychologie en leerstoornissen' gegeven in BA3 klinische psychologie aan de VUB. Bevat de leerstof van de lessen en mijn eigen notities. Gemaakt in 2023. Geslaagd in eerste zit met deze samenvatting!

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Uploaded on May 16, 2023
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Type Summary

onderwijspsychologie
leerstoornissen
psychologie
klinische psychologie
ba3
vub

Institution
Vrije Universiteit Brussel (VUB)
Education
Klinische Psychologie
Course
Onderwijspsychologie En Leerstoornissen (011518)

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Lena C.
2023

Samenvatting Ontwikkelingspsychologie
en leerstoornissen
Inhoud
Les 1: inleiding leerstoornissen en onderwijspsychologie ....................................................................6
1. Leerstoornissen...........................................................................................................................6
1.1 Ontwikkelingsstoornis .........................................................................................................6
1.2 Leerproblemen versus leerstoornissen ................................................................................6
1.3 DSM-V criteria .....................................................................................................................6
1.3.1 DSM-V criteria: opmerkingen ...........................................................................................7
1.4 Dyslexie en dyscalculie ........................................................................................................8
1.5 (Leer)stoornis, beperking en handicap .................................................................................9
1.6 Persoonlijke impact .............................................................................................................9
1.7 Impact onderwijs .................................................................................................................9
1.7.1 Remedial teaching en behandeling ................................................................................ 10
1.8 Praktijk: redelijke aanpassingen ......................................................................................... 11
1.9 Leerstoornissen: theorie en praktijk................................................................................... 11
2. Onderwijspsychologie ............................................................................................................... 12
2.1 Onderwijspsycholoog ........................................................................................................ 12
2.1.1 Onderwijspsychologie: rolverwarring ............................................................................. 13
2.2 Onderwijs in Vlaanderen ................................................................................................... 14
2.3 Vlaams onderwijs: issues ................................................................................................... 14
2.4 Zittenblijven ...................................................................................................................... 14
2.5 Inclusief onderwijs............................................................................................................. 14
Les 2: Het dyslexiedebat ................................................................................................................... 15
1. Populair beeld van dyslexie ................................................................................................... 15
2. Het begrip ‘dyslexie’ .............................................................................................................. 15
3. Effecten op definities ............................................................................................................ 15
4. Afbakening specifieke groep dyslectici................................................................................... 16
4.1 Exclusiecriteria .................................................................................................................. 17
4.2 Zwak lezen of ‘leer’-stoornis? ............................................................................................ 17
4.3 Rol van intelligentie ........................................................................................................... 19
5. Bestaat er zoiets als een dyslexie-specifieke achterliggende stoornis? ................................... 19
5.1 Erfelijkheidsonderzoek ...................................................................................................... 20
6. Problemen verbonden met niet-wetenschappelijke connotaties ........................................... 21

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,Lena C.
2023

7. Intergenerationeel multiple deficit model (de verklaringsniveaus) ......................................... 22
8. Hoe het brein in kaart brengen? ............................................................................................ 24
8.1 Neurofunctionele basis van dyslexie .................................................................................. 25
8.2 Neuroanatomische basis van dyslexie ................................................................................ 26
Les 3: Cognitieve oorzaken ................................................................................................................ 27
1. Klassieke visie........................................................................................................................ 27
1.1 Medisch model/defect model ............................................................................................ 28
2. Multifactorieel verklaringsmodel ........................................................................................... 29
2.1 Fonologisch bewustzijn...................................................................................................... 29
2.2 Verbale kortetermijngeheugen .......................................................................................... 31
2.3 Letterkennis ...................................................................................................................... 31
2.4 Snelbenoemen .................................................................................................................. 32
2.5 Visuele aandachtsspanne .................................................................................................. 32
2.6 Defect in impliciet volgorde leren ...................................................................................... 33
Les 4: Lees(ontwikkelings)theorieën.................................................................................................. 34
1. Theoretische modellen van lezen .......................................................................................... 34
1.1 Standaardmodel ................................................................................................................ 34
1.2 Interactieve-activatiemodel (IAM) ..................................................................................... 36
1.3 Connecitionistisch model ................................................................................................... 38
2. Leesontwikkelingstheorieën .................................................................................................. 39
2.1 Fasetheorie van Frith (1985) .............................................................................................. 39
2.2 Leesstadia van Ehri ............................................................................................................ 40
2.3 Self-teaching hypothese (Share, 1995) ............................................................................... 42
Les 5: hoogbegaafdheid .................................................................................................................... 44
1. Prevalentie ............................................................................................................................ 44
2. Intelligentie: CHC model ........................................................................................................ 44
(Cattell-Horn-Carroll; Schneider & Mcgrew, 2012)......................................................................... 44
3. Definitie ................................................................................................................................ 46
3.1 Wat? ................................................................................................................................. 46
3.2 Wat niet?........................................................................................................................... 47
3.3 Subtypen ........................................................................................................................... 47
4. Mönks & Mason, 2000 .......................................................................................................... 49
5. Multifactorenmodel (Heller, 2005) ........................................................................................ 50
6. Delphi-model (Kooijman-van thiel, 2008) .............................................................................. 50
7. Theorie: Groeimodel ............................................................................................................. 51
Kieboom & Venderickx, 2017 ........................................................................................................ 51

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,Lena C.
2023

8. Risico of sterkte ..................................................................................................................... 52
9. Wat is hoogbegaafdheid? ...................................................................................................... 52
9.1 Sociaal-emotionele ontwikkeling ....................................................................................... 52
9.2 Gedrag .............................................................................................................................. 53
9.3 School ............................................................................................................................... 53
9.4 Opvoeding ......................................................................................................................... 53
10. Typisch beeld..................................................................................................................... 53
11. Hoogbegaafdheid herkennen............................................................................................. 54
12. Omgeving .......................................................................................................................... 56
13. Tips voor ouders ................................................................................................................ 57
14. Tips voor school ................................................................................................................. 57
15. Praktijk .............................................................................................................................. 57
16. Ongelijke kansen ............................................................................................................... 58
Les 6: Zittenblijven ............................................................................................................................ 59
1. “Zittenblijven in vraag gesteld”.............................................................................................. 59
2. Denkkaders ........................................................................................................................... 59
3. Bredere context .................................................................................................................... 60
4. Onderzoek van Mieke Goos (2013) Zittenblijven.................................................................... 61
4.1 Wetenschappelijke studies ................................................................................................ 62
4.1.1 Propensity score matching ............................................................................................. 63
5. Goos, 2021 ............................................................................................................................ 66
6. Varianten en alternatieven van zittenblijven ......................................................................... 67
Les 7: inclusief onderwijs .................................................................................................................. 68
1. Perspectieven op inclusie ...................................................................................................... 68
1.1 Geschiedenis als leidraad................................................................................................... 68
2. Inclusie versus gelijke onderwijskansen ................................................................................. 70
2.1 Klasniveau ......................................................................................................................... 70
2.2 Schoolniveau ..................................................................................................................... 71
2.3 Individueel niveau ............................................................................................................. 71
3. Mindset als basis voor gelijke onderwijskansen ..................................................................... 72
4. Conclusie............................................................................................................................... 73
Les 8: dyscalculie (1) ......................................................................................................................... 73
1. Definitie ................................................................................................................................ 73
2. Ten opzichte van dyslexie ...................................................................................................... 74
3. DSM-V criteria ....................................................................................................................... 74
4. Criteria netwerk leerproblemen Vlaanderen.......................................................................... 74

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,Lena C.
2023

5. Rekenprocesonderzoek ......................................................................................................... 75
6. Kenmerkende moeilijkheden ................................................................................................. 76
7. Dyscalculie onderwijs ............................................................................................................ 77
8. 4 fenotypes ........................................................................................................................... 77
9. Comorbide stoornissen ......................................................................................................... 79
10. Intergenerationele multiple deficit model (de verklaringsniveaus) ..................................... 79
10.1 Genetisch .......................................................................................................................... 80
10.2 Neuronaal netwerk............................................................................................................ 80
10.3 (meta)cognitieve factoren ................................................................................................. 82
Les 9: metacognitieve vaardigheden ................................................................................................. 82
1. Leren ..................................................................................................................................... 82
1.1 Lezen en spellen ................................................................................................................ 82
1.2 Rekenen ............................................................................................................................ 82
2. Metacognitie ......................................................................................................................... 83
2.1 Ontwikkeling van metacognitie.......................................................................................... 86
2.2 Grote onderzoeksuitdaging................................................................................................ 86
2.3 Leren en metacognitie ............................................................................................................. 88
3. Complex samenspel van factoren .......................................................................................... 90
Les 10: Dyscalculie (2) ....................................................................................................................... 91
1. Primaire verklaringsfactoren ................................................................................................. 91
1.1 Number sense ................................................................................................................... 91
1.2 Executief functioneren ...................................................................................................... 94
1.3 Benoemsnelheid................................................................................................................ 94
1.4 Korte termijn en/of werkgeheugen .................................................................................... 94
1.5 Volgehouden aandacht ...................................................................................................... 94
2. Secundair verklarende factoren ............................................................................................. 94
2.1 Math anxiety ..................................................................................................................... 94
3. Dyscalculie doorheen de levensloop ...................................................................................... 95
4. Tedi-math ............................................................................................................................. 96
5. Rol omgeving ........................................................................................................................ 96
6. Theoretische modellen .......................................................................................................... 97
6.1 Abstract code model.......................................................................................................... 98
6.2 Tripple code-model (Dehaene & Cohen, 1995)................................................................... 99
6.3 Multiple encoding............................................................................................................ 100
7. Rekenontwikkeling .............................................................................................................. 100
Les 11: didactiek van lezen en rekenen ........................................................................................... 101

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,Lena C.
2023

1. Achtergrond ontwikkelingspsychologie ............................................................................... 101
2. Leren rekenen ..................................................................................................................... 102
2.1 Mechanistische stroming ................................................................................................. 102
2.2 Empirische stroming ........................................................................................................ 102
2.3 (Formeel-)structuralistische stroming .................................................................................... 103
2.3 Realistische stroming ....................................................................................................... 103
3. Leren lezen.......................................................................................................................... 105
4. Serious game dyslexie ......................................................................................................... 108
5. Gamification versus game-based learning ........................................................................... 108
5.1 Gamification .................................................................................................................... 108
5.2 Game-based learning....................................................................................................... 109

5

, Lena C.
2023

Les 1: inleiding leerstoornissen en onderwijspsychologie
1. Leerstoornissen
1.1 Ontwikkelingsstoornis
 Neurologische of psychische aandoening die ‘normale’ ontwikkeling verstoord
- Breed begrip: continuüm van subjectieve impact
- Treed vroeg in kindertijd op
 Voorbeelden: autisme, ADHD, zwakbegaafdheid, leerstoornissen
 Ook rekening houden met eventuele andere ontwikkelingsstoornissen om te kunnen spreken
van een leerstoornis

1.2 Leerproblemen versus leerstoornissen
 Vaak gaan ontwikkelingsstoornissen gepaard met leerproblemen, maar duidelijk onderscheid
- Bv: bij zwakbegaafdheid horen ook leerproblemen
 Leerproblemen zijn veel breder:
- Gebrek aan motivatie
o Bv: sommige mensen hebben wel de cognitieve capaciteit maar er is geen zin
- Invloed sociale context
o Bv: niet ideale leersituatie hebben in covid pandemie
- …
 ‘Stoornis’  specifieke criteria opgesteld (zie DSM)
 Specifieke leerstoornis (= juiste term in de DSM): specificiteit in verminderde mogelijkheden
- Is specifiek omdat het gaat over een specifiek afgebakend deel bijvoorbeeld het moeite
hebben om vlot te kunnen lezen
- Specificiteit paradox: quid comorbiditeit (zie later)  je ziet een hele specifieke uitval
van vaardigheden, maar onderliggend geen specifieke oorzaak (brede algemene dingen
die moeilijkheden gaan veroorzaken)

1.3 DSM-V criteria

6

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