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Samenvatting Kijken naar kinderen C
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Dit is een samenvatting van de volledige cursus van Kijken naar kinderen C
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By: ameliedelaruelle2003 • 1 year ago
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INHOUDSOPGAVELES 1: HOOFDSTUK 1: INCLUSIE ............................................................................................................................ 4
WAT IS INCLUSIE? .................................................................................................................................................... 4
ICLUSIEVE LEEROMGEVING .......................................................................................................................................... 4
ESSENTIE BIJ INCLUSIEF ONDERWIJS: .............................................................................................................................. 4
LES 2: M-DECREET ................................................................................................................................................ 5
SITUEREING M-DECREET ............................................................................................................................................. 5
M VAN MAATREGELEN............................................................................................................................................................ 5
M VAN MINDSHIFT ................................................................................................................................................................. 5
M VAN MOTIVATIE ................................................................................................................................................................. 6
M-DECREET ............................................................................................................................................................. 6
WAT VOORAF GING…................................................................................................................................................ 7
BUITENGEWOON ONDERWIJS ...................................................................................................................................... 7
GEÏNTEGREERD ONDERWIJS ......................................................................................................................................... 7
INCLUSIEF ONDERWIJS ............................................................................................................................................... 8
VERANDERINGEN DOOR M-DECREET ............................................................................................................................. 8
EERST GEWOON, DAN BUITENGEWOON ..................................................................................................................................... 8
RECHT OP REDELIJKE AANPASSINGEN ......................................................................................................................................... 9
RECHT OP INSCHRIJVEN IN EEN GEWONE SCHOOL = INSCHRIJVINGSRECHT ........................................................................................ 9
NIEUWE TOELATINSVOORWAARDEN BUITENGEWOON ONDERWIJS .................................................................................................. 9
ONDERSTEUNINGSNETWERK .................................................................................................................................................. 10
6 KRACHTLIJNEN VAN HET M-DECREET .................................................................................................................................... 10
OPDRACHT SAMEN IN DE BOOT .............................................................................................................................................. 10
LES 3: INCLUSIE .................................................................................................................................................. 11
REMEDIËRENDE MAATREGELEN.................................................................................................................................. 11
DIFFERENTIËRENDE MAATREGELEN ............................................................................................................................. 11
COMPENSERENDE MAATREGELEN ............................................................................................................................... 11
DISPENSERENDE MAATREGELEN ................................................................................................................................. 12
VOORBEELD BREUKSTAVEN ....................................................................................................................................... 12
VOORBEELD AANDACHTSBLOKJES ............................................................................................................................... 12
VOORBEELD LETTERS SCHRIJVEN ................................................................................................................................. 12
COMPUTERS .......................................................................................................................................................... 13
7 TIPS VOOR PASSENDE MAATREGELEN ........................................................................................................................ 13
1. IS MAATWERK .............................................................................................................................................................. 13
2. IS SMART .................................................................................................................................................................. 13
3. HEEFT WAAR MOGELIJK OOK VOOR ANDERE LLN EEN POSITIEVE IMPACT ................................................................................. 13
4. KOMT TOT STAND IN OVERLEG MET ALLE BETROKKENEN ...................................................................................................... 13
5. WORDT GOED GEMOTIVEERD EN HERHAALDELIJK GECOMMUNICEERD .................................................................................... 13
6. IS GEBASEERD OP DE EXPERTISE EN OBSERVATIES VAN LEERKRACHTEN EN ANDERER ONDERSTEUNERS ......................................... 14
7. IS INGEBED IN DE ZORGVISIE VAN DDE SCHOOL................................................................................................................... 14
VOORBEELD FELIX ................................................................................................................................................... 14
,LES 4: HANDELSGERICHT WERKEN ...................................................................................................................... 15
WAT IS HANDELINGSGERICHT WERKEN ........................................................................................................................ 15
LES 5: HANDELINGSGERICHT WERKEN ................................................................................................................ 15
DE 7 UITGANGSPUNTEN TOEPASSEN OP EEN CASUS ......................................................................................................... 15
BESLUIT ............................................................................................................................................................................. 15
LES 6: ARMOEDE IN DE KLAS............................................................................................................................... 16
WAT IS ARMOEDE?................................................................................................................................................. 16
5 KLOVEN TUSSEN ARM EN NIET-ARM .......................................................................................................................... 17
GEVOELSKLOOF ................................................................................................................................................................... 17
KENNISKLOOF ..................................................................................................................................................................... 18
VAARDIGHEIDSKLOOF ........................................................................................................................................................... 18
POSITIEVE-KRACHTENKLOOF .................................................................................................................................................. 18
STRUCURELE KLOOF .............................................................................................................................................................. 18
ONDERSTEUNING OP SCHOOL .................................................................................................................................... 18
DOELSTELLINGEN ................................................................................................................................................................. 19
ROL VAN DE LEERKRACHT/SCHOOL.......................................................................................................................................... 20
LES 7: HET ZORGCONTINUÜM............................................................................................................................. 21
WAT IS HET ZORGCONTINUÜM? ................................................................................................................................. 21
FASE 0: BREDE BASISZORG = KLASLEERKRACHT............................................................................................................... 21
WAT HOUDT BREDE BASISZORG IN VOLGENS HET M-DECREET ...................................................................................................... 22
FASE 1: VERHOOGDE ZORG ....................................................................................................................................... 23
KRACHTIGE LEEROMGEVING .................................................................................................................................................. 23
AFSTEMMEN OP DE BEHOEFTEN VAN DE LEERLINGEN.................................................................................................................. 24
SAMEN SCHOOL MAKEN ........................................................................................................................................................ 24
FASE 2: UITBREIDING VAN ZORG ................................................................................................................................ 24
AFSTEMMEN OP DE BEHOEFTEN VAN DE LEERLINGEN ................................................................................................................. 25
SAMEN SCHOOL MAKEN ........................................................................................................................................................ 25
FASE 3: INDIVIDUEEL AANGEPAST CURRICULUM (IAC) ..................................................................................................... 26
DE BESLISSINGSBOOM BIJ HET ZORGCONTINUÜM ........................................................................................................... 27
HET ZORGCONITINUÜM IN DE PRAKTIJK ....................................................................................................................... 28
LES 8 HERHALING THEORIE ZORGCONTINUÜM ................................................................................................... 28
LES 9: BREDE SCHOOL......................................................................................................................................... 29
WAT IS EEN BREDE SCHOOL? ..................................................................................................................................... 29
3 INVALSHOEKEN VAN DE BREDE SCHOOL ..................................................................................................................... 30
PRAKTIJKVOORBEELDEN ........................................................................................................................................... 31
,LES 10 UNIVERSAL DESIGN FOR LEARNING .......................................................................................................... 32
WAT IS UNIVERSEEL ONTWERP? ................................................................................................................................. 32
WAT IS UDL? ....................................................................................................................................................... 33
3 PRINCIPES VAN UDL (+ 9 RICHTLIJNEN) ..................................................................................................................... 33
UDL IN VERGELIJKING MET ANDERE KADERS .................................................................................................................. 35
UDL EN HET BEGRIP DIFFERENTIATIE ....................................................................................................................................... 35
UDL EN HET ZORGCONTINUÜM .............................................................................................................................................. 36
UDL EN REDELIJKE AANPASSINGEN ......................................................................................................................................... 36
STAPPENPLAN OM EEN LES UDL OP TE BOUWEN ............................................................................................................ 37
BELANGRIJKE AANPASSINGEN .................................................................................................................................... 38
EXAMEN............................................................................................................................................................... 38
, KIJKEN NAAR KINDEREN – C
LES 1: HOOFDSTUK 1: INCLUSIE
WAT IS INCLUSIE?
- 1 op 1 begeleiding
- Aanpassing
- Samen
- M-decreet
ICLUSIEVE LEEROMGEVING
- Zijn leeromgevingen die goed onderwijs mogelijk maken voor alle leerlingen, ongeacht
o Beperking
o Gender
o Etniciteit
o Afkomst
o Meertaligheid
- Diversiteit wordt benaderd als een meerwaarde => elke leerling gelijkwaardig behandeld
- Alle mogelijke ondersteuningsbronnen aanboren (ouders, lerarenteam, directie, externe ondersteuners) +
nodige aanpassingen maken om volwaardige participatie aan het schoolgebeuren mogelijk maken
- Visie zorgt voor het doorprikken van de mythe ‘normaal’ en ‘gemiddelde’ kind
- Elke leerling krijgt optimale leerkansen op
o Cognitief
o Sociaal
o Emotioneel
o Motorisch
o Moreel vlak
ESSENTIE BIJ INCLUSIEF ONDERWIJS:
- Het bevorderen van participatie- en leermogelijkheden
- Voor alle leerlingen met diverse achtergronden (diversiteitsgedachte)
- Leraren die in staat zijn om drempels, die het leren en participeren van leerlingen bemoeilijken, te
herkennen en te verlagen
- Verschillende actoren in het inclusieverhaal en belang van goede samenwerking
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