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Samenvatting Leerstoornissen 3e jaar TP (keuzevak)
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Vak 3e jaar - Semester 1 - Keuzevak - Toegepaste Psychologie - Thomas More
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LeerstoornissenLES 1 .............................................................................................................................................................5
1.1. Intro ............................................................................................................................................................................... 5
1.2. Theorie .......................................................................................................................................................................... 5
1.3. Oefening ........................................................................................................................................................................ 5
1.4. 3 Spellingcategorieën ..................................................................................................................................................... 6
1.4.1. Oefening ........................................................................................................................................................................ 6
THEORIE DYSLEXIE ........................................................................................................................................7
1.1. Wat is dyslexie ............................................................................................................................................................... 7
1.1.1. Definitie ......................................................................................................................................................................... 7
1.1.2. Meer dan lezen en spellen alleen: ................................................................................................................................ 7
1.1.3. Voorkomen/prevalentie dyslexie .................................................................................................................................. 8
1.2. Dyslexie vaststellen ....................................................................................................................................................... 9
1.2.1. 3 criteria ........................................................................................................................................................................ 9
1.2.2. Aparte categorie? .......................................................................................................................................................... 9
1.2.3. DSM 5: specifieke leerstoornis ...................................................................................................................................... 9
1.3. Dyslexie verklaren ....................................................................................................................................................... 10
1.3.1. Wat vooraf gaat aan lezen en spellen ......................................................................................................................... 10
1.3.2. De basis van leren lezen .............................................................................................................................................. 10
1.3.3. Spellen en klank- tekenkoppeling ............................................................................................................................... 10
1.3.4. Ontwikkeling schrijven ................................................................................................................................................ 11
VERKLARINGEN ........................................................................................................................................... 12
1.1. Genetica/erfelijk .......................................................................................................................................................... 12
1.1.1. Omgevingsfactoren ..................................................................................................................................................... 12
1.2. Neurobiologie .............................................................................................................................................................. 12
1.3. Cognitie ....................................................................................................................................................................... 13
1.3.1. Phonological deficit theory ......................................................................................................................................... 13
1.3.2. Double deficit’ theory ................................................................................................................................................. 13
1.3.3. AUDITIEF TEMPORELE informatievererking DEFECT ................................................................................................... 13
1.3.4. Visueel magnocellulair defect ..................................................................................................................................... 13
1.3.5. Visueel aandachtspanne ............................................................................................................................................. 13
1.3.6. Meervoudig model ...................................................................................................................................................... 13
1.3.7. De werkelijkheid.......................................................................................................................................................... 14
DIAGNOSTIEK DYSLEXIE ............................................................................................................................... 15
1.1. Diagnostiek situering ................................................................................................................................................... 15
1.1.1. Definitie ....................................................................................................................................................................... 15
1.1.2. 3 criteria ...................................................................................................................................................................... 15
1.2. Intakefase .................................................................................................................................................................... 15
1.3. Strategiefase ................................................................................................................................................................ 16
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,1.4. Onderzoeksfase ........................................................................................................................................................... 16
1.4.1. Onderzoeksinstrumenten selecteren .......................................................................................................................... 16
1.4.2. Onderzoeksinstrumenten afnemen en scoren ........................................................................................................... 18
1.4.2.1. Kwalitatieve analyse lezen ...................................................................................................................................... 18
1.4.2.2. Kwalitatieve analyse spellen ................................................................................................................................... 20
1.5. Integratie & indicatiestelling ........................................................................................................................................ 23
INDICERING DYSLEXIE ................................................................................................................................. 26
1.1. Indiceringsfase ............................................................................................................................................................. 26
1.1.1. Wat na de diagnose? ................................................................................................................................................... 26
1.1.1.1. Hulp binnen de school ............................................................................................................................................ 26
1.1.1.1.1. Aanbevelingen/maatregelen .............................................................................................................................. 26
1.1.1.2. Hulp buiten de school ............................................................................................................................................. 29
1.2. Psycho-educatie ........................................................................................................................................................... 30
1.2.1. Wat .............................................................................................................................................................................. 30
1.2.2. Waarom ...................................................................................................................................................................... 30
1.2.2.1. Model sociale en emotionele problemen ............................................................................................................... 30
1.2.2.1.1. Sociale gevolgen ................................................................................................................................................. 30
1.2.2.1.2. Psychische en emotionele gevolgen .................................................................................................................. 30
1.2.3. Doel ............................................................................................................................................................................. 31
1.2.4. Hoe .............................................................................................................................................................................. 31
1.2.4.1. Kinderen ................................................................................................................................................................. 31
1.2.4.2. Jongvolwassenen .................................................................................................................................................... 33
1.2.4.3. Ouders .................................................................................................................................................................... 34
1.2.4.4. Leerkrachten ........................................................................................................................................................... 35
1.3. SAMENGEVAT .............................................................................................................................................................. 35
1.4. Adviesfase ................................................................................................................................................................... 35
THEORIE DYSCALCULIE ................................................................................................................................ 36
1.1. Rekenen en numerieke cognitie ................................................................................................................................... 36
1.1.1. Rekenen is MEER ......................................................................................................................................................... 36
1.2. Typische rekenontwikkeling ........................................................................................................................................ 37
1.2.1. Voorbereidende RV ..................................................................................................................................................... 37
1.2.2. Specifieke RV ............................................................................................................................................................... 38
1.2.2.1. Conceptuele kennis ................................................................................................................................................ 38
1.2.2.2. Procedurele kennis en rekenvaardigheden ............................................................................................................ 38
1.2.2.3. Feitenkennis............................................................................................................................................................ 38
1.2.3. Toegepaste RV ............................................................................................................................................................ 38
1.2.4. Compenserende RV ..................................................................................................................................................... 38
1.2.5. Beïnvloedende (cognitieve) vaardigheden ................................................................................................................. 38
1.2.6. Psychosociale factoren ................................................................................................................................................ 38
1.3. Wat is dyscalculie (NIET) .............................................................................................................................................. 39
1.3.1. Definitie ....................................................................................................................................................................... 39
1.3.2. Dyscalculie................................................................................................................................................................... 39
1.3.2.1. 3 criteria .................................................................................................................................................................. 39
1.3.2.2. Onderkenning ......................................................................................................................................................... 39
1.3.2.3. Kernmoeilijkheden .................................................................................................................................................. 39
1.3.2.4. Lager onderwijs ...................................................................................................................................................... 40
1.3.2.5. Secundair onderwijs ............................................................................................................................................... 40
1.3.2.6. Prevalentie .............................................................................................................................................................. 40
1.3.2.7. Comorbiditeit .......................................................................................................................................................... 40
1.3.2.8. Soorten dyscalculie ................................................................................................................................................. 40
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,1.4. Wat is de oorzaak van dyscalculie ................................................................................................................................ 40
DIAGNOSTIEK DYSCALCULIE ........................................................................................................................ 42
1.1. Diagnostiek .................................................................................................................................................................. 42
1.1.1. Definitie ....................................................................................................................................................................... 42
1.1.2. 3 criteria ...................................................................................................................................................................... 42
1.2. Intakefase .................................................................................................................................................................... 42
1.3. Strategiefase ................................................................................................................................................................ 43
1.4. Onderzoeksfase ........................................................................................................................................................... 43
1.4.1. Opdracht 1 onderzoeksfase ........................................................................................................................................ 43
1.4.1.1. Voorbeelden testinstrumenten .............................................................................................................................. 44
1.5. Voorbeeld .................................................................................................................................................................... 48
1.5.1. Opdracht 2 onderzoeksfase ........................................................................................................................................ 48
1.5.2. Opdracht 3 onderzoeksfase ........................................................................................................................................ 48
1.5.3. Opdracht 4 onderzoeksfase ........................................................................................................................................ 49
1.6. Integratie & indicatiestelling ........................................................................................................................................ 50
INDICERENDE DYSCALCULIE ........................................................................................................................ 54
1.1. Bewustwording ............................................................................................................................................................ 54
1.2. Stimuleren ................................................................................................................................................................... 54
1.2.1. Goed toegankelijk onderwijs....................................................................................................................................... 54
1.2.1.1. Effectieve instructie ................................................................................................................................................ 54
1.2.1.2. Als nood aan MEER dan de basisinstructie VERLENGDE instructie ........................................................................ 55
1.2.1.3. Van instructie naar feedback .................................................................................................................................. 55
1.2.1.4. Rol van feedback ..................................................................................................................................................... 55
1.2.2. Betrokkenheid, competentie, autonomoie ................................................................................................................. 55
1.2.2.1. Zelfdeterminatietheorie (Deci & Ryan)................................................................................................................... 55
1.2.2.2. Een positief en veilig klimaat .................................................................................................................................. 56
1.2.3. Sterke kanten zoeken .................................................................................................................................................. 56
1.3. Differentiëren .............................................................................................................................................................. 56
1.4. Remediëren ................................................................................................................................................................. 56
1.4.1. Evolutie ....................................................................................................................................................................... 57
1.4.2. Cirkelrekenen .............................................................................................................................................................. 57
1.4.3. Therapie ...................................................................................................................................................................... 58
1.5. Compenseren............................................................................................................................................................... 58
1.5.1. Hulpmiddelen ingezet en gebruikt … .......................................................................................................................... 58
1.5.2. Belangrijk bij gebruik van hulpmiddelen ..................................................................................................................... 59
1.5.3. Onderwijsmaatregelen................................................................................................................................................ 59
1.5.4. Toets- en examenmaatregelen – voorbeelden ........................................................................................................... 59
1.6. Dispenseren ................................................................................................................................................................. 59
1.6.1. Mag dat? ..................................................................................................................................................................... 59
1.6.2. Dispenseren?............................................................................................................................................................... 59
1.6.3. Aanpassingen op school .............................................................................................................................................. 60
1.7. Integratie ..................................................................................................................................................................... 60
1.8. Casus Daan .................................................................................................................................................................. 61
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, 1.9. Examen ........................................................................................................................................................................ 62
1.9.1. Soort vragen ................................................................................................................................................................ 62
1.9.2. Kwalitatieve analyses .................................................................................................................................................. 62
1.9.3. Extra tips ..................................................................................................................................................................... 62
DE ROL VAN LOGOPEDIST (GASTCOLLEGE) .................................................................................................. 63
1.1. Logo + LS ...................................................................................................................................................................... 63
1.2. Logopedische begeleiding bij DL (dyslexie) en DC (dyscalculie) .................................................................................... 63
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