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Samenvatting cursus Orthopedagogiek
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Eigen cursus samengesteld obv de lesinhouden, gebruikt voor openboek examen 'Orthopedagogiek'
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OrthopedagogiekAP HOGESCHOOL
EVA VAN LITH
,Inhoudsopgave
INLEIDING................................................................................................................... 6
Theoretische niveaus...................................................................................................6
Handelingsplan............................................................................................................ 6
Casus Inge.................................................................................................................. 7
ICF International Classification of Functioning - WHO.................................................9
Medisch model............................................................................................................. 9
Medisch model = stoornismodel.......................................................................9
Medisch model en reductionisme...................................................................10
Tot 2000: ICIDH.........................................................................................................11
Beeldvorming............................................................................................................. 12
Burgerschapsmodel...................................................................................................12
ICF- model.....................................................................................................14
ICF-terminologie.............................................................................................14
ICF-terminologie........................................................................................................15
ICF-E Externe factoren.......................................................................16
ICF pf: persoonlijke factoren...............................................................16
ICF- terminologie.......................................................................................................16
Participatie & activiteit.........................................................................17
D1 Leren en toepassen van kennis 2de & 3de niveau............................17
D7 interpersoonlijke interacties en relaties 2de & 3de niveau................18
ICF-CY voor kinderen en jongeren.................................................................18
CONTEXTUELE DENKKADER.................................................................................20
Kinderen en jongeren en hun context........................................................................20
Menselijke relationele werkelijkheid als ecosysteem..................................................20
De relationele werkelijkheid volgens Nagy.................................................................21
Ivan Boszormenyi-Nagy.................................................................................21
4 dimensies....................................................................................................21
De dimensie van de feiten...................................................................21
De dimensie van de psychologie.........................................................22
De dimensie van de interactie.............................................................22
De dimensie van de relationele ethiek................................................22
Belangrijke begrippen................................................................................................23
Methodisch handelen vanuit de contextuele benadering...........................................24
Dimensie III: Systeemtheorie.....................................................................................26
Het holisme....................................................................................................26
Systeemtheorie..............................................................................................26
1
, Algemene systeemtheorie...................................................................26
Specifieke systeemtheorie..................................................................30
Territoriumtheorie...........................................................................................33
Van hulpverlener naar hulpvrager.......................................................33
Bron: kijken naar menselijk gedrag door een territoriale bril................33
(http://www.omgang-met-agressie.simpsite.nl/Territoriumleer)...........33
Visuele voorstellingen gezinssystemen en -context........................................38
Dimensie IV (van de relationele ethiek): de relationele werkelijkheid volgens Nagy. .39
Begrippen.......................................................................................................40
LEERTHEORIE.........................................................................................................44
Cognitieve leertheorie: over plasticiteit en mediatie...................................................44
Theorie vd structurele cognitieve modificeerbaarheid en gemedieerde
leerervaring....................................................................................................44
Laat me niet zoals ik ben!...................................................................45
Basis voor modificeerbaarheid is hersenplasticiteit.............................45
Intelligentie en cognitieve ontwikkeling...........................................................46
1. Belangrijkste manier van leren = door imitatie: spiegelneuronen....47
2. Senso-motorische ervaring: activiteit..............................................47
3. Hogere cognitieve functies (en metacognitieve functies) door
gemedieerde leerervaring...................................................................47
Structurele cognitieve modificeerbaarheid......................................................48
Gemedieerde leerervaring..................................................................50
Verband tussen cognitieve ontwikkeling en inclusie............................51
GROEPSGERICHT WERKEN...................................................................................53
Leefgroepen...............................................................................................................53
Integrale jeugdhulp....................................................................................................53
GEZINSGERICHT WERKEN.....................................................................................57
Moeilijk beroep: ouder.........................................................................57
Verantwoordelijkheid gezinnen...........................................................58
De rol van de begeleider geherdefinieerd...........................................59
Het instituut.........................................................................................60
REFRAMING: Challenging behaviour........................................................................62
Methoden uit vorige OLOD’en.............................................................62
Labels........................................................................................................................ 62
Gedragsproblemen – gedragsstoornissen – emotionele problemen. . .62
Perspectief..........................................................................................63
Probleemgedrag “aangepakt”.........................................................................64
Fixaties beïnvloeden de manier van omgaan met PG.........................64
Valkuilen en vaststellingen..................................................................65
Handelingsverlamming/verlegenheid..................................................66
2
, Herkaderen................................................................................................................66
Ander kader nodig om:...................................................................................67
Anders te kijken naar gedrag..............................................................67
Anders te denken over gedrag............................................................67
Anders te voelen tov gedrag...............................................................67
Anders te handelen met gedrag..........................................................67
Geen ‘probleemgedrag’ meer.........................................................................68
AUDITIEVE BEPERKING..........................................................................................69
Het oor....................................................................................................................... 69
Buiten-, midden- en binnenoor............................................................69
Geluid........................................................................................................................ 70
Horen......................................................................................................................... 71
Horen via luchtgeleiding.................................................................................71
Horen via beengeleiding.................................................................................71
Auditief onderzoek..........................................................................................71
Otoscopie............................................................................................71
Audiometrie.........................................................................................71
Electro-audiometrie.............................................................................72
Terminologie..............................................................................................................72
Prevalentie..........................................................................................72
Etiologie..............................................................................................73
Functioneren van het auditief systeem...........................................................74
Indeling gehoorstoornissen.................................................................74
Doofheid: afgrenzing...........................................................................74
Compensaties voor auditieve beperking....................................................................75
Taal................................................................................................................75
Cognitie.......................................................................................................... 76
Sociaal-emotioneel.........................................................................................76
Externe factoren..................................................................................76
ondersteuningsdomeinen....................................................................77
Onderwijs............................................................................................77
Activiteiten en participatie...................................................................77
VISUELE BEPERKING..............................................................................................78
Het optisch systeem...................................................................................................78
Het oog........................................................................................................... 78
De oogspieren................................................................................................78
Oogzenuw (nervus opticus)...........................................................................78
Functioneren optisch systeem...................................................................................79
Pupil............................................................................................................... 79
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