Elke leerling telt
UCLL Heverlee
Kirinyana Laureys
2022-2023
,Inhoud
Doelen van onderwijs (Biesta) .......................................................................................................................................... 3
Waartoe dient onderwijs? ............................................................................................................................................ 3
Onderwijsbeleid en -structuren ........................................................................................................................................ 3
Beleidscyclus ................................................................................................................................................................. 3
Vrijheid van onderwijs .................................................................................................................................................. 3
Passieve onderwijsvrijheid ........................................................................................................................................ 3
Actieve onderwijsvrijheid.......................................................................................................................................... 3
1e schoolstrijd (1878-1884) ........................................................................................................................................... 3
2e schoolstrijd (1950-1958) ........................................................................................................................................... 4
3 onderwijsnetten ......................................................................................................................................................... 4
Buitengewoon onderwijs .............................................................................................................................................. 4
Basisonderwijs .......................................................................................................................................................... 4
Secundair onderwijs .................................................................................................................................................. 4
M-decreet (2014) .............................................................................................................................................................. 5
Redelijke aanpassingen ................................................................................................................................................. 5
UDL (Universel Design for Learning) ......................................................................................................................... 5
STICORDI ................................................................................................................................................................... 5
Zorgcontinuüm.............................................................................................................................................................. 6
Handelingsgericht werken ............................................................................................................................................ 6
M-cirkel ..................................................................................................................................................................... 6
Leersteundecreet (2023)................................................................................................................................................... 6
Labels ................................................................................................................................................................................ 7
perspectieven op zorg....................................................................................................................................................... 7
Whole school approach/ geïntegreerd zorgbeleid ....................................................................................................... 7
Perspectief van geïntegreerde zorg .......................................................................................................................... 7
Perspectief van medicalisering ................................................................................................................................. 7
Perspectief van gelijke onderwijskansen .................................................................................................................. 8
GOK en Inclusie: ‘gewoon bijzonder’ ................................................................................................................................ 8
Cognitief sterk functionerende leerlingen ........................................................................................................................ 8
Prodia-model................................................................................................................................................................. 8
Het denken van cognitief begaafde kinderen (het onderwijs hierop afstemmen) ...................................................... 8
Onderwijsafstemmen: compacten............................................................................................................................ 9
Onderwijs afstemmen: verrijken .............................................................................................................................. 9
Onderwijs afstemmen: versnellen ............................................................................................................................ 9
Maatregelen basisonderwijs (sinds 01/09/22) ............................................................................................................. 9
Maatregelen secundair onderwijs (01/09/22) .............................................................................................................. 9
Autismespectrumstoornis ................................................................................................................................................. 9
Breinwerking ............................................................................................................................................................... 10
1
, Autismepaspoort......................................................................................................................................................... 10
Theory of mind ........................................................................................................................................................ 10
Executieve functies ................................................................................................................................................. 10
Centrale coherentie ................................................................................................................................................ 10
Overstap lager onderwijs naar secundair onderwijs .................................................................................................. 10
Tips en tricks voor in de klas ....................................................................................................................................... 11
ADHD ............................................................................................................................................................................... 11
Diagnose...................................................................................................................................................................... 11
Behandeling ............................................................................................................................................................ 12
Aanbod psycho-educatie ............................................................................................................................................ 12
Ontstaan en beloop ADHD .......................................................................................................................................... 12
Gedragstherapeutisch model ..................................................................................................................................... 12
Stimuluscontroletechniek ....................................................................................................................................... 12
Contingentiemanagement ...................................................................................................................................... 13
Executieve functies versterken ................................................................................................................................... 13
Tips .............................................................................................................................................................................. 14
Dyslexie ........................................................................................................................................................................... 14
Diagnose...................................................................................................................................................................... 14
Achterstandscriterium/ ernstcriterium................................................................................................................... 14
Hardnekkigheidscriterium....................................................................................................................................... 14
Exclusiecriterium ..................................................................................................................................................... 14
RALFI principe ............................................................................................................................................................. 14
CUVAR methode ......................................................................................................................................................... 14
Remediëren en compenseren ..................................................................................................................................... 14
Dysorthografie ................................................................................................................................................................ 15
Dyscalculie....................................................................................................................................................................... 15
Achterstandscriterium/ ernstcriterium................................................................................................................... 15
Hardnekkigheidscriterium....................................................................................................................................... 15
Exclusiecriterium ..................................................................................................................................................... 15
Remediëren en compenseren ..................................................................................................................................... 15
Dyspraxie (DCD) .............................................................................................................................................................. 15
Dysfasie ........................................................................................................................................................................... 15
2
UCLL Heverlee
Kirinyana Laureys
2022-2023
,Inhoud
Doelen van onderwijs (Biesta) .......................................................................................................................................... 3
Waartoe dient onderwijs? ............................................................................................................................................ 3
Onderwijsbeleid en -structuren ........................................................................................................................................ 3
Beleidscyclus ................................................................................................................................................................. 3
Vrijheid van onderwijs .................................................................................................................................................. 3
Passieve onderwijsvrijheid ........................................................................................................................................ 3
Actieve onderwijsvrijheid.......................................................................................................................................... 3
1e schoolstrijd (1878-1884) ........................................................................................................................................... 3
2e schoolstrijd (1950-1958) ........................................................................................................................................... 4
3 onderwijsnetten ......................................................................................................................................................... 4
Buitengewoon onderwijs .............................................................................................................................................. 4
Basisonderwijs .......................................................................................................................................................... 4
Secundair onderwijs .................................................................................................................................................. 4
M-decreet (2014) .............................................................................................................................................................. 5
Redelijke aanpassingen ................................................................................................................................................. 5
UDL (Universel Design for Learning) ......................................................................................................................... 5
STICORDI ................................................................................................................................................................... 5
Zorgcontinuüm.............................................................................................................................................................. 6
Handelingsgericht werken ............................................................................................................................................ 6
M-cirkel ..................................................................................................................................................................... 6
Leersteundecreet (2023)................................................................................................................................................... 6
Labels ................................................................................................................................................................................ 7
perspectieven op zorg....................................................................................................................................................... 7
Whole school approach/ geïntegreerd zorgbeleid ....................................................................................................... 7
Perspectief van geïntegreerde zorg .......................................................................................................................... 7
Perspectief van medicalisering ................................................................................................................................. 7
Perspectief van gelijke onderwijskansen .................................................................................................................. 8
GOK en Inclusie: ‘gewoon bijzonder’ ................................................................................................................................ 8
Cognitief sterk functionerende leerlingen ........................................................................................................................ 8
Prodia-model................................................................................................................................................................. 8
Het denken van cognitief begaafde kinderen (het onderwijs hierop afstemmen) ...................................................... 8
Onderwijsafstemmen: compacten............................................................................................................................ 9
Onderwijs afstemmen: verrijken .............................................................................................................................. 9
Onderwijs afstemmen: versnellen ............................................................................................................................ 9
Maatregelen basisonderwijs (sinds 01/09/22) ............................................................................................................. 9
Maatregelen secundair onderwijs (01/09/22) .............................................................................................................. 9
Autismespectrumstoornis ................................................................................................................................................. 9
Breinwerking ............................................................................................................................................................... 10
1
, Autismepaspoort......................................................................................................................................................... 10
Theory of mind ........................................................................................................................................................ 10
Executieve functies ................................................................................................................................................. 10
Centrale coherentie ................................................................................................................................................ 10
Overstap lager onderwijs naar secundair onderwijs .................................................................................................. 10
Tips en tricks voor in de klas ....................................................................................................................................... 11
ADHD ............................................................................................................................................................................... 11
Diagnose...................................................................................................................................................................... 11
Behandeling ............................................................................................................................................................ 12
Aanbod psycho-educatie ............................................................................................................................................ 12
Ontstaan en beloop ADHD .......................................................................................................................................... 12
Gedragstherapeutisch model ..................................................................................................................................... 12
Stimuluscontroletechniek ....................................................................................................................................... 12
Contingentiemanagement ...................................................................................................................................... 13
Executieve functies versterken ................................................................................................................................... 13
Tips .............................................................................................................................................................................. 14
Dyslexie ........................................................................................................................................................................... 14
Diagnose...................................................................................................................................................................... 14
Achterstandscriterium/ ernstcriterium................................................................................................................... 14
Hardnekkigheidscriterium....................................................................................................................................... 14
Exclusiecriterium ..................................................................................................................................................... 14
RALFI principe ............................................................................................................................................................. 14
CUVAR methode ......................................................................................................................................................... 14
Remediëren en compenseren ..................................................................................................................................... 14
Dysorthografie ................................................................................................................................................................ 15
Dyscalculie....................................................................................................................................................................... 15
Achterstandscriterium/ ernstcriterium................................................................................................................... 15
Hardnekkigheidscriterium....................................................................................................................................... 15
Exclusiecriterium ..................................................................................................................................................... 15
Remediëren en compenseren ..................................................................................................................................... 15
Dyspraxie (DCD) .............................................................................................................................................................. 15
Dysfasie ........................................................................................................................................................................... 15
2
