Dit is een samenvatting van het vak inleiding tot de theoretische orthopedagogiek aan de HoGent. Academiejaar , semester 1. Zowel met eigen notities, dia's van de ppt's en notities uit het boek. Heel veel succes er mee.
Inleiding in de theoretische orthopedagogie
Inhoud
Hoofdstuk 1: agogisch handelen, agogie & agogiek..................................................................................................4
1.Inleiding..............................................................................................................................................................4
2.De begrippen agogie en agogiek........................................................................................................................4
3.Sleutelbegrippen v/h agogisch handelen...........................................................................................................4
3.1.Veranderen..................................................................................................................................................4
3.2.Handelen.....................................................................................................................................................4
4.Richtinggevende kenmerken van het agogisch handelen..................................................................................5
5.Professionalisering van het agogisch handelen.................................................................................................5
5.1.Professionalisering agogisch handelen.......................................................................................................5
5.2.Het agogisch werkveld................................................................................................................................5
6.Vertrekpunt v/h agogisch handelen...................................................................................................................5
7.Niveaus v. veranderingsprocessen.....................................................................................................................6
8.De valkuil v/d (ped)agogisering..........................................................................................................................6
Valkuil v. (ped)agogisering.................................................................................................................................6
Hoofdstuk 2: opvoeden, pedagogie(k) & orthopedagogie(k)...................................................................................6
1.Inleiding..............................................................................................................................................................6
2.Wat is opvoeden?...............................................................................................................................................6
2.1.Het opvoedingsproces: opvoeden & ontwikkelen......................................................................................6
2.2.Nature-nurture?..........................................................................................................................................7
2.3.Het opvoedingsproces.................................................................................................................................7
3.Van problemen bij het opvoeden tot een stagnerend opvoedingsproces.........................................................7
3.1.Een stagnerend opvoedingsproces.................................................................................................................7
4.Problematische opvoedingssituatie (POS) VOS...............................................................................................7
4.1.Wanneer problematisch?............................................................................................................................8
5.Orthopedagogisch handelen & orthopedagogiek..............................................................................................9
5.1.Wat is orthopedagogie(k)............................................................................................................................9
5.2.Wat is het verschil tussen orthopedagogie & orthopedagogiek?...............................................................9
5.3.Methodisch handelen.................................................................................................................................9
6.Het terrein v/d orthopedagogie(k).....................................................................................................................9
6.1.Werkveld/Terrein v/d Orthopedagogiek.....................................................................................................9
7.De orthopedagogiek gesitueerd ten aanzien v. andere disciplines..................................................................10
Hoofdstuk 3: Evolutie v. mens- en maatschappijvisies en de invloed ervan op de hedendaagse orthopedagogiek
.................................................................................................................................................................................10
1.MENS- en MAATSCHAPPIJVISIE........................................................................................................................10
2.Wat is dan een paradigma?..............................................................................................................................10
2.1.Visie 1: uitstoting & segregatie..................................................................................................................11
2.2.Visie 2: liefdadigheid & bevoogding..........................................................................................................12
2.3.Visie 3: medisch model – stoornisdenken.................................................................................................13
2.4.Visie 4: Normalisatie- of ontwikkelingsparadigma: Normalisatie & Integratie.........................................15
0
, Normalisatie........................................................................................................................................................15
Normalisatie- of ontwikkelingsparadigma......................................................................................................15
Integratie.............................................................................................................................................................16
Impact v. deze mensvisie?...............................................................................................................................16
2.5.Visie 5: “Het nieuwe paradigma”..............................................................................................................17
“Disability Studies”..........................................................................................................................................17
“Burgerschapsparadigma”...............................................................................................................................17
“Ondersteuningsparadigma”...........................................................................................................................17
3.Samenvattend:..................................................................................................................................................20
Hoofdstuk 4: DRIESTROMENLAND..........................................................................................................................20
1.Inleiding............................................................................................................................................................20
Achtergrond.....................................................................................................................................................20
Fundamenten..................................................................................................................................................21
Vervolg…..........................................................................................................................................................21
Dus: 3 stromingen...........................................................................................................................................21
2.De geesteswetenschappelijke stroming...........................................................................................................21
Kernwoorden...................................................................................................................................................21
Verstehen/begrijpen........................................................................................................................................21
Betekenis voor de praktijk...............................................................................................................................22
Uitgangspunt: dagelijkse opvoedingspraktijk..................................................................................................22
Impact..............................................................................................................................................................22
Kritiek op de geesteswetenschappelijke stroming..........................................................................................22
3.De empirisch-analytische stroming..................................................................................................................22
Kernwoorden...................................................................................................................................................22
Theoretische constructen................................................................................................................................23
Procedure: de empirische cyclus.....................................................................................................................23
.........................................................................................................................................................................23
Betekenis voor de praktijk...............................................................................................................................23
Impact.............................................................................................................................................................23
Kritiek op de empirisch-analytische stroming.................................................................................................23
De kritisch-emancipatorische stroming..............................................................................................................23
Kernwoorden...................................................................................................................................................24
Nooit neutraal.................................................................................................................................................24
Socialisatie.......................................................................................................................................................24
Procedures.......................................................................................................................................................24
Impact..............................................................................................................................................................24
Kritiek op de kritische stroming.......................................................................................................................24
Hoofdstuk 5: kopstukken.........................................................................................................................................24
Jacobus F.W. KOK Specifiek Opvoeden.....................................................................................................................24
1.Inleiding............................................................................................................................................................24
Kernwoorden Kok............................................................................................................................................24
1
, 2.Levensloop........................................................................................................................................................25
3.Basisbegrippen.................................................................................................................................................25
Algemeen.........................................................................................................................................................25
Opvoedingsproces volgens Kok.......................................................................................................................25
4.Het orthopedagogische assenstelsel (Kok)......................................................................................................27
Vraagstellingstype...........................................................................................................................................27
5.Het orthopedagogische strategiemodel (Kok).................................................................................................28
Het orthopedagogisch strategiemodel............................................................................................................28
Samengevat.....................................................................................................................................................29
.........................................................................................................................................................................29
6.Vraagstelling ordenend systeem (VOS) (Van Heteren, Smits & Van Veen).......................................................30
Het orthopedagogisch assenstelsel 6 vraagstellingstypes..............................................................................30
7.Het orthopedagogisch methodiekmodel (Bruininks).......................................................................................30
8.Toepassing........................................................................................................................................................30
9.Afsluitend.........................................................................................................................................................30
Kok: betekenis voor de orthopedagogiek.......................................................................................................30
Relatie: opvoederspresentatie........................................................................................................................31
Klimaat scheppen............................................................................................................................................31
Hoofdstuk 5: Kopstukken uit de orthopedagogiek: Ter Horst.................................................................................31
1.Inleiding............................................................................................................................................................31
De gewone opvoeding i/h gewone leven........................................................................................................31
2.De opvoeders...................................................................................................................................................31
2.1.Heeft het kind wel echte opvoeders?.......................................................................................................31
2.2.Maatregelen bij kinderen zonder echte opvoeder...................................................................................32
2.3.Beheerst de opvoeder de grondvormen?.................................................................................................32
3.Het kind............................................................................................................................................................33
3.1.Is dit kind wel helemaal fit?......................................................................................................................33
3.2.Voelt dit kind zich wel veilig?.....................................................................................................................33
3.3.Heeft dit kind voldoende eigens?..............................................................................................................33
3.4.Komt dit kind uit zijn schulp?....................................................................................................................33
3.5.Kan het kind zich redden?.........................................................................................................................33
3.6.Heeft het kind de tijd?...............................................................................................................................33
4.De omgeving.....................................................................................................................................................33
4.1.De volheid v/d omgeving..........................................................................................................................33
4.2.De ordening v/d omgeving........................................................................................................................34
4.3.Is de omgeving uitdagend genoeg?...........................................................................................................34
De grondvormen op de boerderij....................................................................................................................34
5.De werkelijkheid achter de omgeving..............................................................................................................34
5.1.Indirecte opvoedingsbelemmerende factoren i/d omgeving...................................................................34
5.2.Indirecte verder liggende factoren............................................................................................................34
Gastspreker:............................................................................................................................................................34
2
, Expertisecentrum Quality of Life.............................................................................................................................34
Het concept Quality of Life..................................................................................................................................35
Ontstaansgeschiedenis....................................................................................................................................35
Leeftijd in relatie tot subjectief welbevinden..................................................................................................35
Definities:........................................................................................................................................................35
Modellen.........................................................................................................................................................36
Kenmerken......................................................................................................................................................36
The concept Quality of Life is….......................................................................................................................37
Quality of Life wordt bevorderd door…...........................................................................................................37
Samenvattend:.................................................................................................................................................37
Implicaties voor de klinische praktijk..................................................................................................................37
Maatschappelijke kwetsbaarheid (Vettenburg & Walgraeve, 2009)...............................................................37
Nood aan een gedeeld referentiekader..........................................................................................................37
Quality of Life: een sterke visie als basis voor de praktijk...................................................................................38
Het belang van een visie..................................................................................................................................38
Verwachtingen professionelen – verwachtingen cliënten/doelgroep............................................................38
Veranderende rol voor de werker...................................................................................................................38
Persoonsgerichte benadering..........................................................................................................................38
Uitdagingen voor de werker............................................................................................................................38
De rol v/d samenleving: vermaatschappelijken?!...............................................................................................39
Kwaliteit van leven vraag:................................................................................................................................39
Besluit..................................................................................................................................................................39
QoL: een beloftevol concept i/h werken met mensen in maatschappelijk kwetsbare situaties....................39
Gastcollege: Kindbeelden & Kinderrechten: Een inleiding......................................................................................39
1.Kindbeelden en Kindertijd................................................................................................................................39
Kindbeelden.....................................................................................................................................................39
Kindertijd (childhood’).....................................................................................................................................39
2.Kinderrechten...................................................................................................................................................41
3.Actuele discussies.............................................................................................................................................42
Tot slot.....................................................................................................................................................................42
Presentie..............................................................................................................................................................42
Prof. Dr. Andreas Baert....................................................................................................................................42
Wat is presentie?.............................................................................................................................................43
Presentie in de praktijk....................................................................................................................................43
Methodische kenmerken v. aansluiten samengevat.......................................................................................44
Sociaal-ecologische modellen als antwoord op een complexe werkelijkheid....................................................44
Sociaal-economisch model Bronfenbrenner...................................................................................................45
“Integratieve handelingsorthopedagogiek” Broekaert...................................................................................45
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