Summary
Samenvatting Leerstoornissen 3e jaar TP (keuzevak)
- Course
- Institution
Vak 3e jaar - Semester 1 - Keuzevak - Toegepaste Psychologie - Thomas More
[Show more]
Seller
Followlisebartholomeeusen
Content preview
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
1
,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
2
,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
3
, 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
4
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller lisebartholomeeusen. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $4.82. You're not tied to anything after your purchase.
Can Stuvia be trusted?
4.6 stars on Google & Trustpilot (+1000 reviews)
53340 documents were sold in the last 30 days
Founded in 2010, the go-to place to buy study notes for 14 years now