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,INHOUDSOPGAVE
HOOFDSTUK 1: INLEIDING ........................................................................................................................................ 5
1.1 INHOUDELIJKE SITUERING ............................................................................................................................... 5
1.2 ORTHOPEDAGOGISCHE DENKKADERS ............................................................................................................... 5
HOOFDSTUK 2: EMPIRISCH-ANALYTISCH PARADIGMA .................................................................................................. 6
2.1 INTRODUCTIE ................................................................................................................................................ 6
2.2 UITGANGSPUNTEN ......................................................................................................................................... 6
2.3 EMPIRISCH-ANALYTISCH KADER ....................................................................................................................... 6
2.3.1 De empirische cyclus ............................................................................................................................... 6
2.3.2 Knelpunten en gevaren ........................................................................................................................... 7
2.4 GEDRAGSTHERAPEUTISCH KADER .................................................................................................................... 7
2.4.1 Enkele vormen van leren ......................................................................................................................... 8
2.4.2 Kijken naar probleemgedrag .................................................................................................................... 9
2.4.3 Cognitieve gedragstherapie / leertheorie? ................................................................................................. 9
2.5 REUVEN FEUERSTEIN ...................................................................................................................................... 9
2.5.1 De feuerstein-methode ........................................................................................................................... 9
2.5.2 Instrueren versus mediëren ..................................................................................................................... 9
2.5.3 Learning Potential Assessment Device (LPAD) ............................................................................................ 9
2.5.4 Instrumenteel Verrijkingsprogramma (IVP) .............................................................................................. 10
2.5.5 De theorie verder verkennen: centrale aspecten ...................................................................................... 10
HOOFDSTUK 3: EXISTENTIEEL-FENOMENOLOGISCH PARADIGMA ................................................................................. 12
3.1 EXISTENTIEEL-FENOMENOLOGISCHE BENADERING ........................................................................................... 12
3.2 PSYCHOANALYSE .......................................................................................................................................... 12
3.2.1 Sigmund Freud ..................................................................................................................................... 12
3.2.2 Vertegenwoordigers van psychoanalyse .................................................................................................. 13
3.2.3 Kritiek op psychoanalyse ....................................................................................................................... 13
3.2.4 Artikel Peter van Walleghem: Psychoanalyse in de dagdagelijkse institutionele praktijk: Overdracht, liefde en
verlangen 14
3.3 PSYCHODYNAMICA....................................................................................................................................... 14
3.3.1 Artikel Nicole Vliegen: Van kwetsuur naar litteken. Een hulpverlenend aanbod voor kinderen en jongeren met
complex trauma .................................................................................................................................................. 14
3.3.2 Artikel Erik De Belie: Emotionele ontwikkeling in verbinding ...................................................................... 15
3.4 PSYCHOANALYSE VERSUS PSYCHODYNAMICA .................................................................................................. 16
3.4.1 Therapie .............................................................................................................................................. 16
3.5 PSYCHOANALYSE VERSUS GEDRAGSTHERAPIE .................................................................................................. 16
3.6 EXAMENVRAAG ........................................................................................................................................... 17
3.7 KERNCONCEPTEN EXISTENTIEEL-FENOMENOLOGISCH PARADIGMA .................................................................... 17
HOOFDSTUK 4: KRITISCH-EMANCIPATORISCH PARADIGMA......................................................................................... 18
4.1 SITUERING EN MENSVISIE ............................................................................................................................. 18
4.1.1 Zorgkritische beweging ......................................................................................................................... 18
4.1.2 Postmodern-kritisch model .................................................................................................................... 19
4.1.3 Mensvisie ............................................................................................................................................ 19
4.2 UITGANGSPUNTEN EN KERNCONCEPTEN ........................................................................................................ 19
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, 4.2.1 Mensenrechten .................................................................................................................................... 19
4.2.2 Othering .............................................................................................................................................. 20
4.2.3 Emancipatie en empowerment............................................................................................................... 20
4.2.4 Inclusie ............................................................................................................................................... 20
4.2.5 Ondersteuning ..................................................................................................................................... 21
4.2.6 Self-advocacy ....................................................................................................................................... 21
4.2.7 KERNCONCEPTEN OP EEN RIJTJE ............................................................................................................. 21
4.2.8 Uitgangspunten .................................................................................................................................... 22
4.3 TOEPASSING ................................................................................................................................................ 23
4.3.1 Case 1: Refugee Studies ......................................................................................................................... 23
4.3.2 Case 2: Disability Studies ....................................................................................................................... 23
4.3.3 Case 3: personen met een psychische kwetsbaarheid / middelenafhankelijkheid .......................................... 24
4.4 IMPLICATIES VOOR BEROEPSPROFIEL ORTHOPEDAGOOG .................................................................................. 24
HOOFDSTUK 5: INTEGRATIEF-HOLISTISCH PARADIGMA .............................................................................................. 25
5.1 INLEIDING ................................................................................................................................................... 25
5.1.1 Vier paradigma’s .................................................................................................................................. 25
5.2 Integratieve handelingsorthopedagogiek ........................................................................................................ 25
5.2.1 Grondlegger ........................................................................................................................................ 25
5.2.2 Uitgangspunten .................................................................................................................................... 25
5.3 ORTHOPEDAGOGISCHE TOEPASSING VAN HET INTEGRATIEF KADER ................................................................... 26
5.3.1 Een aantal implicaties voor de orthopedagogische praktijk ........................................................................ 26
HOOFDSTUK 6: GASTLES PETE TOMLINSON: “DE WAANZIN VOORBIJ” .......................................................................... 27
6.1 INLEIDING ................................................................................................................................................... 27
6.2 VRAGEN VAN STUDENTEN ............................................................................................................................. 27
HOOFDSTUK 7: WERKCOLLEGES ‘DE WAANZIN VOORBIJ’ ............................................................................................ 30
7.1 WERKCOLLEGE 1 .......................................................................................................................................... 30
7.2 WERKCOLLEGE 2 .......................................................................................................................................... 31
3|T H E O R E T I S C H E O R T H O P E D A G O G I E K
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