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Samenvatting Verdieping in de theoretische ortho, 3de bachelor orthopedagogie HoGent $6.30
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Samenvatting Verdieping in de theoretische ortho, 3de bachelor orthopedagogie HoGent

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In bijlage de volledige samenvatting van het vak Verdieping in de Theoretische Orthopedagogiek. Deze samenvatting is gebaseerd op de te kennen powerpoints, mijn lesnotities als het bijhorende boek en is dus zeer volledig.

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  • May 14, 2024
  • 44
  • 2023/2024
  • Summary

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VERDIEPING IN DE
THEORETISCHE ORTHO
3DE BACHELOR ORTHOPEDAGOGIE I AJ 2023-2024




Cato Leus

,VERDIEPING IN DE THEORETISCHE ORTHO 1 CATO LEUS

,INHOUDSOPGAVE

HOOFDSTUK 1: INLEIDING .................................................................................................. 4

1.1. INHOUDELIJKE SITUERING ..................................................................................................... 4
1.2. ORTHOPEDAGOGISCHE DENKKADERS .................................................................................... 4

HOOFDSTUK 2: KRITISCH – EMANCIPATORISCH PARADIGMA .............................................. 6

2.1. UITGANGSPUNTEN ................................................................................................................ 6
2.2. SITUERING & MENSVISIE ........................................................................................................ 6
2.2.1. POSTMODERN-KRITISCH MODEL ...................................................................................................... 7
2.3. UITGANGSPUNTEN & KERNCONCEPTEN ................................................................................. 8
2.3.1. MENSENRECHTEN ............................................................................................................................. 8
2.3.2. OTHERING ....................................................................................................................................... 10
2.3.3. EMANCIPATIE & EMPOWERMENT ................................................................................................... 10
2.3.4. INCLUSIE .......................................................................................................................................... 10
2.3.5. ONDERSTEUNING ............................................................................................................................ 11
2.3.6. SELF-ADVOCACY ................................................................................................................................... 11
2.3.7. SAMENVATTING KERNCONCEPTEN ................................................................................................. 11
2.4. TOEPASSING IN DE ORTHOPEDAGOGIEK (~ ARTIKELS) ........................................................... 12
2.4.1. CASE 1 REFUGEE STUDIES ................................................................................................................ 12
2.4.2. CASE 2 DISABILITY STUDIES ............................................................................................................. 13
2.4.3. CASE 3 PERSONEN MET EEN PSYCHISCHE KWETSBAARHEID/ MIDDELENAFHANKELIJKHEID .......... 13
2.5. IMPLICATIES VOOR BEROEPSPROFIEL ORTHOPEDAGOOG ..................................................... 14

HOOFDSTUK 3: EXISTENTIEEL-FENOMENOLOGISCH PARADIGMA...................................... 16

3.1. UITGANGSPUNTEN .............................................................................................................. 16
3.2. KERNCONCEPTEN ................................................................................................................ 16
3.3. BEGRIPPEN .......................................................................................................................... 17
3.3.1. EXISTENTIEEL................................................................................................................................... 17
3.3.2. FENOMENOLOGISCH ....................................................................................................................... 17
3.4. PSYCHOANALYSE.................................................................................................................. 17
3.4.1. FREUDS VISIE ................................................................................................................................... 17
3.4.2. VERTEGENWOORDIGERS VAN PSYCHOANALYSE ............................................................................. 18
3.4.3. KRITIEKEN........................................................................................................................................ 19
3.4.4. ARTIKEL PETER VAN WALLEGHEM: PSYCHOANALYSE IN DE DAGDAGELIJKSE INSTITUTIONELE
PRAKTIJK: OVERDRACHT, LIEFDE & VERLANGEN ........................................................................................... 20
3.5. PSYCHODYNAMICA .............................................................................................................. 21
3.5.1. ARTIKEL NICOLE VLIEGEN: VAN KWETSUUR NAAR LITTEKEN. EEN HULPVERLENED AANBOD VOOR
KINDEREN EN JONGEREN MET COMPLEX TRAUMA ...................................................................................... 21
3.5.2. ARTIKEL ERIK DE BELIE ..................................................................................................................... 22
3.6. PSYCHOANALYSE VS PSYCHODYNAMICA............................................................................... 23
3.7. PSYCHOANALYSE VS GEDRAGSTHERAPIE .............................................................................. 24
3.8. VERHAAL VAN MARC ........................................................................................................... 25




VERDIEPING IN DE THEORETISCHE ORTHO 2 CATO LEUS

, HOOFDSTUK 4: EMPIRISCH – ANALYTISCH PARADIGMA .................................................... 26

4.1. INTRODUCTIE ...................................................................................................................... 26
4.2. UITGANGSPUNTEN .............................................................................................................. 26
4.3. EMPIRISCH-ANALYTISCH KADER ........................................................................................... 26
4.3.1. DE EMPIRISCHE CYCLUS................................................................................................................... 26
4.3.2. KNELPUNTEN EN GEVAREN ............................................................................................................. 27
4.4. GEDRAGSTHERAPEUTISCH KADER ........................................................................................ 28
4.4.1. ENKELE VORMEN VAN LEREN .......................................................................................................... 28
4.4.2. KIJKEN NAAR PROBLEEMGEDRAG ................................................................................................... 29
4.4.3. COGNITIEVE GEDRAGSTHERAPIE/ LEERTHEORIE? ........................................................................... 29
4.5. REUVEN FEUERSTEIN ................................................................................................................. 30
4.5.1. DE FEUERSTEIN-METHODE .............................................................................................................. 30
4.5.2. INSTRUEREN VS MEDIËREN ............................................................................................................. 30
4.5.3. LEARNING POTENTIAL ASSESSMENT DEVICE (LPAV) ........................................................................ 30
4.5.4. INSTRUMENTEEL VERRIJKINGSPROGRAMME (IVP) ......................................................................... 30
4.5.5. DE THEORIE VERDER VERKENNEN: CENTRALE ASPECTEN ............................................................... 30
4.6. BEHANDELMETHODEN ........................................................................................................ 32

HOOFDSTUK 5: INTEGRATIEF-HOLISTISCH PARADIGMA .................................................... 34

5.1. INLEIDING ........................................................................................................................... 34
5.2. INTEGRATIEVE HANDELINGSORTHOPEDAGOGIEK ................................................................ 34
5.2.1. UITGANGSPUNTEN .......................................................................................................................... 34
5.3. ORTHOPEDAGOGISCHE TOEPASSING VAN HET INTEGRATIEF KADER...................................... 35
5.3.1. VERSCHILLENDE STELLINGEN .......................................................................................................... 36
5.3.2. IMPLICATIES .................................................................................................................................... 36


GASTCOLLEGE PETE TOMLINSON ...................................................................................... 38

1. INLEIDING .............................................................................................................................. 38
2. VRAGEN VAN STUDENTEN....................................................................................................... 38
2.1. VRAGEN MBT OMGAAN MET PSYCHOSEN/ DE HULPVERLENING ....................................................... 38
2.2. VRAGEN MBT EIGEN ERVARINGEN/ ERVARINGSDESKUNDIGHEID ...................................................... 40
2.3. VRAGEN MBT CONTEXT EN RELATIEOPBOUW .................................................................................... 42
2.4. VRAGEN MBT BETROKKENHEID CONTEXT .......................................................................................... 42
2.5. VRAGEN MBT WAT NA DE PSYCHOSE? ................................................................................................ 43




VERDIEPING IN DE THEORETISCHE ORTHO 3 CATO LEUS

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