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Samenvatting orthopedagogiek: leerstoornissen
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Samenvatting van alles van orthopedagogiek: leerstoornissen (er is ook een document met steekkaartjes, hierop gebaseerd)
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1,0 Inhoud
0 Inhoud........................................................................................................................................................... 2
1 College 1: inleiding .................................................................................................................................... 5
1.1 Leerprobleem vs. leerstoornis ........................................................................................................ 5
1.2 Criteria ter afleiding van een leerstoornis .............................................................................. 8
1.2.1 Achterstandscriterium .............................................................................................................. 8
1.2.2 Hardnekkigheidscriterium ........................................................................................................ 8
1.2.3 Exclusiecriterium ........................................................................................................................ 9
1.2.4 (Discrepantiecriterium) ............................................................................................................. 9
1.3 Classificatie van leerstoornissen (soorten) ........................................................................... 12
1.4 Definities............................................................................................................................................ 12
1.4.1 dyslexie.......................................................................................................................................... 12
1.4.2 dyscalculie .................................................................................................................................... 13
1.5 Prevalentie ........................................................................................................................................15
1.6 Comorbiditeit .................................................................................................................................... 15
2 Lezen ........................................................................................................................................................... 17
2.1 Ontwikkeling en kenmerken ....................................................................................................... 17
2.1.1 Taakanalytisch leesmodel ....................................................................................................... 17
2.1.2 informatieverwerkingsmodel .................................................................................................18
2.1.3 procesmodellen van lezen ...................................................................................................... 19
2.1.4 Leesontwikkeling: verwerven van strategieën ................................................................. 21
2.1.5 Cognitieve oorzaken van dyslexie ......................................................................................... 21
2.2 Diagnostiek ...................................................................................................................................... 24
2.2.1 Niveaubepaling........................................................................................................................... 24
2.2.2 foutenclassificatie................................................................................................................. 27
2.2.3 Kwalitatieve analyse ............................................................................................................ 27
2.3 Behandeling ..................................................................................................................................... 28
2.3.1 Opbouwmethodiek..................................................................................................................... 29
2.3.2 Inprentingsmethodiek........................................................................................................... 31
2.3.3 begripsstrategiemethodiek ................................................................................................ 32
3 Spellen .......................................................................................................................................................34
3.1 Ontwikkeling en kenmerken ...................................................................................................... 36
3.1.1 Taakanalytisch spellingmodel ............................................................................................... 37
3.1.2 Procesmodel voor spelling .................................................................................................... 37
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, 3.1.3 spelling in de leerplannen ...................................................................................................... 38
3.2 Diagnostiek ...................................................................................................................................... 39
3.2.1 niveaubepaling ........................................................................................................................... 39
3.2.2 Foutenclassificatie................................................................................................................40
3.2.3 Kwalitatieve analyse van het spellingproces ............................................................... 43
3.3 Behandeling .................................................................................................................................... 44
3.3.1 opbouwmethodiek .....................................................................................................................45
3.3.2 Strategiemethodiek .............................................................................................................. 46
3.3.3 Inprentingsmethodiek.......................................................................................................... 47
4 Rekenen .................................................................................................................................................... 48
4.1 Ontwikkeling en kenmerken ..................................................................................................... 48
4.1.1 definities ...................................................................................................................................... 48
4.1.2 rekenmodellen .......................................................................................................................... 48
4.1.3 Cognitieve oorzaken van dyscalculie .................................................................................. 58
4.2 Diagnostiek ...................................................................................................................................... 60
4.2.1 niveaubepaling ........................................................................................................................... 60
4.2.2 Foutenclassificatie................................................................................................................. 61
4.2.3 Kwalitatieve analyse van het rekenproces ................................................................... 62
4.3 Behandeling ..................................................................................................................................... 63
4.3.1 opbouwmethodiek ..................................................................................................................... 64
4.3.2 strategiemethodiek .............................................................................................................. 64
4.3.3 Inprentingsmethodiek.......................................................................................................... 65
5 Leerproblemen orthopedagogisch.................................................................................................... 66
5.1 Impact op de persoon................................................................................................................... 66
5.1.1 Screening van probleemgedrag: mogelijke domeinen/symptomen (ASEBA) ........ 66
5.1.2 Opvattingen over relatie tussen beide (3 hypothesen) .................................................. 67
5.1.3 Acceptatie van een stoornis/handicap ............................................................................... 69
5.2 Impact op het gezin ....................................................................................................................... 70
5.2.1 Impact op opvoedingsrelatie .................................................................................................. 70
5.2.2 Impact op de persoon van de ouders ............................................................................. 70
5.2.3 Impact op de partnerrelatie ................................................................................................ 71
5.2.4 Impact op broers en zussen ............................................................................................... 71
5.3 Impact op de sociale context ..................................................................................................... 72
5.4 Preventieve acties als hulpverlener ........................................................................................ 72
5.4.1 Preventieve maatregelen ........................................................................................................ 72
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, 6 Diagnostiek van leerproblemen......................................................................................................... 73
6.1 Klinische cyclus.............................................................................................................................. 73
6.1.1 signalen van leerproblemen .................................................................................................. 73
6.2 5 fasen van handelingsgerichte diagnostiek......................................................................... 74
6.2.1 Aanmelding en intake .............................................................................................................. 74
6.2.2 Strategiefase: hypothesevorming .................................................................................... 75
6.2.3 onderzoeksfase ..................................................................................................................... 75
6.2.4 Indiceringsfase ...................................................................................................................... 77
6.2.5 adviesfase ............................................................................................................................... 79
6.3 Leerlingvolgsystemen .................................................................................................................. 79
6.3.1 signaleren ....................................................................................................................................80
6.3.2 Analyseren & Remediëren ..................................................................................................81
6.4 Prodia: diagnostische protocollen en zorgcontinuüm in Vlaanderen ........................... 83
6.4.1 Fase 0: brede basiszorg ...................................................................................................... 83
6.4.2 Fase 1: Verhoogde zorg ....................................................................................................... 83
6.4.3 fase 2: uitbreiding van zorg................................................................................................ 83
6.4.4 Fase 3: individueel aangepast curriculum ................................................................... 84
7 Interventie bij leerproblemen ............................................................................................................. 85
7.1 Domeinen van interventie ...........................................................................................................85
7.2 Regelgevend onderwijskader: wie biedt welke hulp?......................................................... 85
7.2.1 Wie biedt welke hulp bij leerproblemen?........................................................................... 85
7.3 Differentiëren .................................................................................................................................. 86
7.4 Remediëren ..................................................................................................................................... 87
7.4.1 Orthodidactisch HANDELINGSPLAN: onderdelen ........................................................... 87
7.4.2 Orthodidactische BEHANDELPRINCIPES ...................................................................... 87
7.4.3 orthodidactische methodieken .........................................................................................88
7.4.4 Criteria voor goede leerhulp .............................................................................................88
7.4.5 Dwaalwegen ........................................................................................................................... 89
7.5 Compenseren .................................................................................................................................. 89
7.6 Dispenseren .................................................................................................................................... 90
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