Onderwijs Aan Kinderen Met Specifieke Noden (P0Q28A)
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Samenvatting onderwijs aan kinderen met specifieke noden
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Course
Onderwijs Aan Kinderen Met Specifieke Noden (P0Q28A)
Institution
Katholieke Universiteit Leuven (KU Leuven)
Dit document is een samenvatting van al de hoorcolleges van het OPO Onderwijs aan Kinderen met Specifieke Noden, gegeven door professor Nijs. Enkel de notities van de eerste 2 gastcolleges zijn niet volledig.
Onderwijs Aan Kinderen Met Specifieke Noden (P0Q28A)
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Thema’s uit de orthopedagogiek: onderwijs
aan kinderen met specifieke noden
Inhoud
Inhoud ............................................................................................................................................................................ 1
1. Beleid .......................................................................................................................................................................... 5
1.1. Geschiedenis ........................................................................................................................................................ 5
1.2. Het M-decreet ..................................................................................................................................................... 6
1.2.1. Mindshift....................................................................................................................................................... 6
1.2.2. Meer inclusie ................................................................................................................................................ 7
1.2.3. Meesterschap ............................................................................................................................................... 7
1.2.4. Modernisering............................................................................................................................................... 8
1.2.5. Medezeggenschap ...................................................................................................................................... 10
1.2.6. Middelen voor meesterschap ..................................................................................................................... 10
1.2.7. Onderliggende kaders ................................................................................................................................. 12
1.3. Decreet leersteun .............................................................................................................................................. 14
1.4. Onderwijs aan leerlingen met specifieke noden naast het M-decreet .............................................................. 14
1.4.1. DMOB of onderwijs in diensten met onderwijsbehoefte ............................................................................ 14
1.4.2. Tijdelijk onderwijs aan huis (TOAH) ............................................................................................................ 15
1.4.3. Synchroon internetonderwijs (SIO) ............................................................................................................. 15
1.4.4. Vrijwilligersorganisaties .............................................................................................................................. 16
1.4.5. Leerlingen met zeer ernstige beperkingen, ziekte of extreme gedrags- en emotionele problemen ........... 16
2. Gewoon vs. buitengewoon onderwijs ...................................................................................................................... 17
2.1. European agency for special needs and inclusive education ............................................................................. 17
2.1.1. The enrolment rate in inclusive education (%) ........................................................................................... 18
2.1.2. The share of children/learners who are educated outside of mainstream education (%) .......................... 18
2.1.3. The identification rate of children/learners with an official decision of SEN (%) ........................................ 19
2.2. Typologie in het buitengewoon onderwijs ......................................................................................................... 19
2.3. Leerlingen met specifieke noden in buitengewoon onderwijs .......................................................................... 20
2.4. Opleidingsvormen in het buitengewoon secundair onderwijs........................................................................... 21
2.5. Verschillen in gender ......................................................................................................................................... 22
2.6. Verklaring tegenstrijdige resultaten .................................................................................................................. 22
2.7. Debat: effectiviteit van het onderwijs................................................................................................................ 22
2.7.1. DEBAT: Wat is het effect van de plaatsingsoptie op de resultaten van studenten?.................................... 22
3. Gewoon vs. buitengewoon onderwijs: een continuüm ............................................................................................ 23
3.1. Gemeenschappelijke kenmerken van beleid en praktijken ............................................................................... 23
3.2. Continuüm ......................................................................................................................................................... 24
Pagina 1 van 70
, 3.3. One size does not fit all ...................................................................................................................................... 25
3.4. Werken aan meer inclusief onderwijs: cultuur .................................................................................................. 25
3.4.1. Visies op handicap ...................................................................................................................................... 25
3.4.2. Labels .......................................................................................................................................................... 26
4. Sociale participatie.................................................................................................................................................... 26
4.1. Sociale participatie van leerlingen met specifieke onderwijsbehoeften ............................................................ 26
4.1.1. Attitude van klasgenoten ............................................................................................................................ 27
4.1.2. Sociale referentietheorie ............................................................................................................................ 27
4.1.3. Contact theorie (Allport, 1954) ................................................................................................................... 27
5. Inclusief onderwijs realiseren ................................................................................................................................... 28
5.1. Positieve attitudes ............................................................................................................................................. 28
5.1.1. Belang van positieve attitudes .................................................................................................................... 28
5.1.2. Drie-componententheorie van Triandis (1971) ........................................................................................... 28
5.1.3. Theory of Planned Behavior (TPB, Ajzen, 1991) .......................................................................................... 29
5.1.4. Factoren die attitudes beïnvloeden ............................................................................................................ 29
5.2. Competenties van de inclusieve leraar .............................................................................................................. 29
5.2.1. Competentieprofiel van de inclusieve leraar .............................................................................................. 29
5.2.2. Inschatten eigen competenties ................................................................................................................... 31
5.2.3. Eigen competenties als inclusieve leerkracht in kaart brengen .................................................................. 31
5.3. De inclusieve school ........................................................................................................................................... 32
5.3.1. Randvoorwaarden voor duurzame schoolontwikkeling .............................................................................. 33
5.3.2. Samenwerking (relationele component)..................................................................................................... 34
5.3.3. Collectief leren ...................................................................................................................................... 34
5.3.4. Sociale netwerkanalyse van schoolteams ............................................................................................. 34
5.3.5. Samenwerking om inclusieve onderwijs mogelijk te maken ................................................................. 35
5.3.6. 5 indicatoren van werkbaar maken ....................................................................................................... 35
6. Universal Design for Learning ................................................................................................................................... 36
6.1. Neurologisch onderzoek .................................................................................................................................... 36
6.1.1. Van neurologie tot UDL-principes ............................................................................................................... 36
6.2. UDL: samenvattend ........................................................................................................................................... 38
6.3. UDL: evidentie? .................................................................................................................................................. 38
7. Adaptief lesgeven aan alle kinderen ......................................................................................................................... 39
7.1. Binnenklasdifferentiatie ..................................................................................................................................... 39
7.2. Co-teaching ........................................................................................................................................................ 42
7.2.1. Vormen van co-teaching ............................................................................................................................. 43
7.2.2. Keuze van co-teaching .......................................................................................................................... 45
7.2.3. Aanbevolen frequentie ......................................................................................................................... 45
7.2.4. Effectiviteit ............................................................................................................................................ 45
Pagina 2 van 70
, 7.2.5. Voorwaarden en valkuilen .................................................................................................................... 46
7.3. Redelijke aanpassingen ...................................................................................................................................... 46
7.3.1. Soorten redelijke aanpassingen .................................................................................................................. 47
7.3.2. Interactiehypothese .................................................................................................................................... 47
7.3.3. Criteria redelijke aanpassingen ................................................................................................................... 48
7.3.4. Afweging redelijkheid ................................................................................................................................. 48
7.3.5. Effectiviteit & (on)redelijkheid .................................................................................................................... 52
8. Samenwerkingen ...................................................................................................................................................... 55
8.1. Samenwerking buitengewoon onderwijs & welzijn ........................................................................................... 55
8.1.1. Organisatie BuO .......................................................................................................................................... 55
8.1.2. Verschil inclusief – BuO ............................................................................................................................... 56
8.1.3. Andere manieren van onderwijs organiseren ............................................................................................. 56
8.2. Samenwerkingen met ouders en leerkrachten .................................................................................................. 59
8.2.1. Leerlingen/ouders en inclusief onderwijs ................................................................................................... 59
8.2.2. Verbindend samenwerken vanuit raamwerk interprofessioneel samenwerken ........................................ 61
8.2.3. Beleid: stand van zaken over het decreet leersteun ................................................................................... 61
9. Gastcolleges .............................................................................................................................................................. 62
9.1. Matadi – onderwijs ............................................................................................................................................ 62
9.1.1. Geschiedenis ............................................................................................................................................... 62
9.1.2. Prototypewerking ....................................................................................................................................... 62
9.2. Spreker van BuSO De Garve ............................................................................................................................... 64
9.3. Ponton43 ........................................................................................................................................................... 65
9.3.1. Moeilijk hanteerbaar gedrag ....................................................................................................................... 65
9.3.2. Visie Ponton43 ............................................................................................................................................ 66
9.3.3. Omgaan met moeilijk hanteerbaar gedrag ................................................................................................. 66
9.3.4. Concepten uit de blauwdruk ....................................................................................................................... 66
9.3.5. Persoonsgebonden visie ............................................................................................................................. 67
9.4. Overstap naar het buitengewoon lager onderwijs............................................................................................. 67
9.4.1. Centrum voor leerlingenbegeleiding........................................................................................................... 67
9.4.2. Overgang naar het buitengewoon onderwijs .............................................................................................. 67
9.4.3. Wettelijke bepalingen ................................................................................................................................. 68
9.4.4. Vinden van een juiste school buitengewoon lager onderwijs ..................................................................... 70
9.4.5. Overstap naar het secundair onderwijs ...................................................................................................... 70
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, Pagina 4 van 70
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