In dit document komt alle leerstof aan bod voor de toets kennis passend onderwijs. Hierin komen de 3 boeken van Handboek gedrag op school, van Anton Horeweg aan bod en het boek Handelingsgericht werken van Noëlle Pameijer.
Handboek gedrag op school deel 1, 2 & 3
Handelingsgericht werken
,Inhoudsopgave
Handboek gedrag op school 1................................................................................................................6
Hoofdstuk 3 ADHD..................................................................................................................................7
3.1 Kenmerken...................................................................................................................................8
3.1.1 ADHD en de DSM-5................................................................................................................8
3.1.2 Het stellen van een diagnose.................................................................................................8
3.1.3 ADHD en gedrag....................................................................................................................8
3.1.4 Bijkomende problemen.........................................................................................................9
3.2 Prevalentie....................................................................................................................................9
3.3 Comorbiditeit................................................................................................................................9
3.3.1 Comorbiditeit met ODD (oppositioneel opstandige stoornis)................................................9
3.3.2 Comorbiditeit met ASS (autismespectrumstoornis (H6)).......................................................9
3.3.3 Comorbiditeit met een motorische stoornis, bijvoorbeeld DCD (H7)....................................9
3.3.4 Comorbiditeit met taalontwikkelingsstoornis (TOS)..............................................................9
3.3.5 Comorbiditeit met angststoornissen...................................................................................10
3.3.6 Comorbiditeit met tics.........................................................................................................10
3.4 Meisjes met ADHD......................................................................................................................10
3.5 Wat kun je doen in de klas?........................................................................................................10
3.5.1 Leerkrachthouding en handelen..........................................................................................10
3.5.2 De instructie.........................................................................................................................11
3.6 ADHD en leren............................................................................................................................11
3.6.1 Concentratie: hoe lang kan het kind zich concentreren?.....................................................11
3.6.2 Voor de taak........................................................................................................................11
3.6.3 De taak.................................................................................................................................11
3.6.4 Na de taak............................................................................................................................11
3.6.5 Steun bieden bij specifieke vakken......................................................................................11
3.7 Vermijdt een negatieve spiraal...................................................................................................12
H4 ADD.................................................................................................................................................12
4.1 Kenmerken:................................................................................................................................12
4.1.1 Diagnose..............................................................................................................................13
4.1.2 Een opvallende stoornis… of toch niet?...............................................................................13
4.1.3 Uitstelgedrag en aandacht...................................................................................................13
4.1.4 Informatieverwerking..........................................................................................................13
4.1.5 Sociale situaties...................................................................................................................13
4.1.6 Meisjes met ADD: vaak onopgemerkt..................................................................................13
, 4.1.7 Positieve kanten..................................................................................................................13
4.2 Comorbiditeit..............................................................................................................................13
4.3 Wat kun je doen in de klas?........................................................................................................13
4.3.1 Algemeen.............................................................................................................................13
4.3.2 Instructie..............................................................................................................................14
4.4 ADD en leren...............................................................................................................................14
4.4.1 Tijdens de taak.....................................................................................................................14
4.4.2 Steun bij specifieke vakken..................................................................................................14
4.4.3 Huiswerk..............................................................................................................................14
4.4.4 Sociaal emotioneel...............................................................................................................14
H5 Zelfregulatie en executieve functies................................................................................................14
5.1 Kenmerken van zelfregulatie......................................................................................................14
5.1.1 Het cognitieve en emotionele element................................................................................15
5.2 Hoe ontwikkelt de zelfregulatie zich?.........................................................................................15
5.3 Wat merk je in de klas bij een zwakke zelfregulatie?..................................................................16
5.4 Wat kun je doen in de klas om zelfsturing te bevorderen?........................................................16
5.5 Kenmerken van de executieve functies......................................................................................16
5.5.1 Diagnose stellen...................................................................................................................16
5.6 De executieve functies nader uitgewerkt...................................................................................16
5.6.1 Plannen (organiseren, prioriteiten stellen)..........................................................................16
5.6.2 Taakinitiatie (kunnen beginnen met een taak, zodra dat moet)..........................................17
5.6.3 Timemanagement................................................................................................................17
5.6.4 Aandacht richten/ volhouden/ wisselen/ verdelen.............................................................17
5.6.5 Emotieregulatie (sturen van emoties).................................................................................17
5.6.6 Werkgeheugen....................................................................................................................18
5.6.7 Inhibitie (vermogen om gedrag uit te stellen of te stoppen en afleiding weerstaan)..........18
5.6.8 Cognitieve flexibiliteit (gedachten, gedag en perspectief kunnen veranderen)...................18
5.6.9 Metacognitie (kunnen nadenken over je eigen handelen)..................................................18
5.7 hoe ontwikkelen executieve functies zich?.................................................................................19
5.8 Wat merk je in de klas bij zwakke executieve functies?.............................................................20
5.9 Wat kun je doen in de klas om executieve functies te bevorderen?..........................................20
5.9.1 Aanpak per lesfase...............................................................................................................20
Handboek gedrag op school 2..............................................................................................................20
H1 ASS..................................................................................................................................................21
6.1 Kenmerken.................................................................................................................................21
6.1.1 Diagnose..............................................................................................................................22
, 6.1.2 Sterke kanten.......................................................................................................................22
6.1.3 Zwakke kanten.....................................................................................................................22
6.1.4 Kenmeren autisme bij meisjes.............................................................................................23
6.1.5 Verklaringen en theorieën...................................................................................................23
6.2 Prevalentie..................................................................................................................................24
6.3 Comorbiditeit..............................................................................................................................24
6.4 Wat zie je in de klas?..................................................................................................................24
6.5 Wat kun je doen in de klas?........................................................................................................24
6.5.1 Verhelder de context...........................................................................................................24
6.5.3 Auti- communicatie.............................................................................................................24
6.5.4 Sociale situaties...................................................................................................................24
6.5.5 De dag voorspelbaar maken................................................................................................25
6.5.6 Voorspelbare omgeving creëren in ruimte..........................................................................25
6.5.7 Duidelijkheid in activiteiten.................................................................................................25
6.5.8 De instructie.........................................................................................................................25
6.5.9 Taken overzichtelijk maken.................................................................................................25
6.5.10 Extra ondersteuning bij vakken..........................................................................................25
6.5.11 Steun bij andere onderdelen op school.............................................................................25
6.5.12 Regels en straf...................................................................................................................26
6.6 Op weg naar een meltdown of shutdown..................................................................................26
H7 DCD.................................................................................................................................................26
7.1 Kenmerken.................................................................................................................................26
7.1.1 Diagnose..............................................................................................................................27
7.2 Prevalentie..................................................................................................................................27
7.3 Comorbiditeit..............................................................................................................................27
7.4 Wat zie je in de klas?..................................................................................................................27
7.4.1 Motoriek bij kleuters...........................................................................................................27
7.4.2 Motoriek bij kinderen vanaf groep 3...................................................................................27
7.4.3 Volgorde denken en ordenen..............................................................................................27
7.4.4 Verbale dyspraxie................................................................................................................27
7.4.5 Gevolgen op sociaal en emotioneel gebied.........................................................................28
7.4.6 Afwijkende prikkelverwerking.............................................................................................28
7.5 Wat kun je doen in de klas?........................................................................................................28
7.5.1 Ondersteuning bij schrijven.................................................................................................28
7.5.2 Instructie..............................................................................................................................28
7.5.3 Verwerking...........................................................................................................................28
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