THEMA’S UIT DE ORTHOPEDAGOGIEK:
ONDERWIJS AAN KINDEREN MET SPECIFIEKE
NODEN
INHOUDSOPGAVE
INLEIDING ..................................................................................................................................................... 11
1. Praktische informatie en beleid ..................................................................................................... 11
1.1 Buitengewoon <-> Gewoon onderwijs ....................................................................................... 11
1.1.1 Full and effective participation and inclusion in society ...................................................... 11
1.1.2 Inclusief onderwijs.............................................................................................................. 11
Geschiedenis van het inclusief onderwijs.................................................................................. 12
1. Krankzinnigenwet (1850) + Eerste onderwijsinitiatief (1830) + invoering leerplicht (1918)
............................................................................................................................................... 12
2. Ondersteuningsvorm: Gon (1989) ..................................................................................... 12
3. Verdragen .......................................................................................................................... 13
Kinderrechtenverdrag (1991) ............................................................................................ 13
Salamancaverklaring (1994) .............................................................................................. 13
4. Ondersteunignsvorm: ION (2003) ..................................................................................... 13
5. Vn – verdrag inzake de rechten van personen met een handicap (2009) ......................... 13
6. Belangrijke decreten: M-decreet (2015) .......................................................................... 14
7. Ondersteuningsmodel (2017) ............................................................................................ 14
8. Decreet leersteun en leersteunmodel (2023) ................................................................... 14
1.2 Zorgcontinuüm .......................................................................................................................... 14
1.2.1 Fase 0: brede basiszorg ....................................................................................................... 15
1.2.2 Fase 1: verhoogde zorg ....................................................................................................... 15
1.2.3 Fase 2: uitbreiding van zorg ................................................................................................ 15
Handelingsgericht diagnostisch traject...................................................................................... 15
1.2.4 Fase 3: individueel aangepast curriculum (IAC) ................................................................... 16
Verslagen ................................................................................................................................... 16
Fase 2: GC – verslag ............................................................................................................... 16
Fase 3..................................................................................................................................... 16
IAC- verslag ........................................................................................................................ 16
OV4- verslag ...................................................................................................................... 16
Impact op inschrijvingsrecht ..................................................................................................... 17
Types ......................................................................................................................................... 17
1.3 Types ......................................................................................................................................... 18
1.3.1 Type basisaanbod ............................................................................................................... 18
1.3.2 Type 2................................................................................................................................. 18
1.3.3 Type 3................................................................................................................................. 19
1.3.4 Type 4................................................................................................................................. 19
1.3.5 Type 5................................................................................................................................. 19
1.3.6 Type 6................................................................................................................................. 19
1.3.7 Type 7................................................................................................................................. 19
Auditieve beperking .................................................................................................................. 19
STOS .......................................................................................................................................... 20
1.3.8 Type 9................................................................................................................................. 20
Pagina 1 van 141
, 1.4 Opleidingsvormen van secundair onderwijs ............................................................................... 20
1.4.1 OV1 .................................................................................................................................... 20
1.4.2 OV2 .................................................................................................................................... 21
1.4.3 OV3 .................................................................................................................................... 21
1.4.4 OV4 .................................................................................................................................... 21
1.4.5 Overzicht ............................................................................................................................ 21
1.5 Buitengewoon onderwijs <-> Gewoon onderwijs met leersteun ................................................ 21
1.5.1 Leersteunmodel.................................................................................................................. 21
1.5.2 Een definitief en duurzaam model voor leersteun............................................................... 22
Voor wie is er leersteun? .......................................................................................................... 22
Welke ondersteuning biedt leersteun?..................................................................................... 22
Welke expertise is aanwezig binnen LSC? ................................................................................. 23
Wie biedt ondersteuning?......................................................................................................... 23
Referentiekader kwaliteitsvolle leersteun ................................................................................ 23
1.5.3 Buitengewoon onderwijs .................................................................................................... 24
1.5.4 Samenwerking GO en BUO ................................................................................................. 24
IAC in gewoon en buitengewoon onderwijs ............................................................................. 24
Samenwerking gewoon en buitengewoon onderwijs ............................................................... 24
En nu? ....................................................................................................................................... 24
1.5.5 Andere initiatieven om leerlingen met specifiek noden te ondersteunen in het onderwijs . 25
1.6 Visie en actieplan om toe te werken aan inclusief onderwijs in Vlaanderen ............................... 26
1.6.1 Nood aan een nieuw model ................................................................................................ 26
1.6.2 Scholen voor iedereen ........................................................................................................ 26
1.6.3 8 krachtlijnen ..................................................................................................................... 26
1.6.4 Tijdspad .............................................................................................................................. 28
2. Leerlingpopulatie ........................................................................................................................... 29
2.1 European agency for special needs and inclusive education ....................................................... 29
2.1.1 Systeem om onderwijs tussen landen te vergelijken ........................................................... 29
2.1.2 Definitie inclusief onderwijs ............................................................................................... 29
The enrolment rate in inclusive education (%) ......................................................................... 29
The share of children/learners who are educated outside of mainstream education (%) ....... 30
2.1.3 Leerlingen met specifieke noden ........................................................................................ 30
Definitie ..................................................................................................................................... 30
The identification rate of children/learners with an official decision of SEN (%)...................... 30
The enrolment rate of children/learners with an official decision of SEN in inclusive education
(%) ............................................................................................................................................. 31
The share of children/learners with an official decision of SEN who are educated outside of
mainstream education (%) ........................................................................................................ 31
2.2 Vlaamse cijfers ........................................................................................................................... 32
2.2.1 Buitengewoon onderwijs .................................................................................................... 32
Evolutie leerlingpopulatie buitengewoon onderwijs ................................................................ 32
Verdeling per types ................................................................................................................... 33
Verdeling per onderwijsvorm.................................................................................................... 34
Verdeling volgens geslacht ........................................................................................................ 34
Verhouding schooljaar 22 – 23.............................................................................................. 35
2.2.2 Regulier onderwijs .............................................................................................................. 36
Evolutie (gemotiveerde) verslagen regulier onderwijs .............................................................. 36
2.2.3 Conclusie cijfers .................................................................................................................. 37
Pagina 2 van 141
, 2.3 Buitengewoon onderwijs <-> gewoon onderwijs ........................................................................ 37
2.3.1 Effectiviteit van het onderwijs - student outcomes ............................................................. 37
2.3.2 Effect of placement option on student outcomes ............................................................... 37
2.3.3 Conclusie ............................................................................................................................ 38
Opinie ........................................................................................................................................ 38
INCLUSIEF ONDERWIJS REALISEREN ............................................................................................................. 39
3. Een inclusieve leeromgeving .......................................................................................................... 39
3.1 Inclusief onderwijs ..................................................................................................................... 39
3.1.1 Definities ............................................................................................................................ 39
3.1.2 Project: “samen zorgen we voor een aangename inclusieve leeromgeving”........................ 39
Inclusiestatement ...................................................................................................................... 39
Inclusieve leeromgeving ........................................................................................................ 39
Inclusieambassadeur ............................................................................................................. 40
Afspraken .................................................................................................................................. 40
Zoveel mogelijk aanwezig zijn in de les ................................................................................. 40
Vooraan zitten ....................................................................................................................... 40
Rust bewaren......................................................................................................................... 40
Toestemming om aula (tijdelijk) te verlaten ......................................................................... 41
Begrip voor sensorische regulatiestrategieën ....................................................................... 41
Slim noteren en omgaan met lesopnames ................................................................................ 41
Hoe slim noteren? ................................................................................................................. 41
Hoe slim omgaan met lesopnames?...................................................................................... 41
3.2 Inclusief onderwijs realiseren ..................................................................................................... 42
3.2.1 3 basisvoorwaarden ........................................................................................................... 42
3.2.2 Fundament inclusief onderwijs ........................................................................................... 42
1. Positieve attitudes ................................................................................................................. 42
Belang van positieve attitudes .............................................................................................. 43
Wat is een attitude? .............................................................................................................. 43
Drie- componententheorie van Triandis (1971) ................................................................ 43
Theory of Planned behavior (TPB, Ajzen, 1991) ................................................................ 44
Factoren die attitudes beïnvloeden ...................................................................................... 45
2. Competenties van de inclusieve leraar.................................................................................. 46
Onvoldoende competenties? ................................................................................................ 46
Competentieprofiel van de inclusieve leraar......................................................................... 46
EADSNE .............................................................................................................................. 47
Inschatten eigen competenties ............................................................................................. 48
Instrument doelmatigheidsbeleving.................................................................................. 48
Eigen competenties als inclusieve leerkracht in kaart brengen ........................................ 49
Hoe inclusieve competentie(gevoel)s verhogen?.................................................................. 49
3. De inclusieve school ............................................................................................................. 50
Duurzame schoolontwikkeling .............................................................................................. 50
Wat is inclusief leiderschap? ................................................................................................. 50
1. Transformationeel leiderschap | transformative leadership ........................................ 51
2. Gedeeld leiderschap | distributed leadership | teacher leadership ............................. 51
3. Instructioneel leiderschap | instructional leadership.................................................... 51
Randvoorwaarden duurzaam leiderschap............................................................................. 52
Samenwerking ....................................................................................................................... 53
Collectief leren................................................................................................................... 53
Sociale netwerkanalyse van schoolteams ......................................................................... 53
Samenwerking om inclusie mogelijk te maken ................................................................. 54
Collectief leren................................................................................................................... 54
Werkbaar werk ...................................................................................................................... 54
Vijf indicatoren van werkvaar werk ........................................................................................ 54
Pagina 3 van 141
, INCLUSIEVE KLAS .......................................................................................................................................... 55
4. UDL ................................................................................................................................................ 55
4.1 Inleiding ..................................................................................................................................... 55
4.1.1 Crub-cut effect.................................................................................................................... 55
4.1.2 Retro-fit VS universal design ............................................................................................... 55
4.2 Universal design for learning ...................................................................................................... 56
4.2.1 The illusionary average student .......................................................................................... 56
4.2.2 UDL .................................................................................................................................... 56
Herdenken van de leeromgeving ............................................................................................... 56
4.3 Neurologisch onderzoek............................................................................................................. 57
4.3.1 Onderzoek (Rose, Meyer & Hitchcock, 2005) ...................................................................... 57
4.3.2 Van neurologie tot UDL-principes ....................................................................................... 57
UDL-principes .......................................................................................................................... 58
Principe 1: Informatie bieden ................................................................................................ 58
Richtlijn 1: zorg ervoor dat de leerstof door verschillende zintuigen kan opgenomen
worden .............................................................................................................................. 58
Richtlijn 2: Informatie via taal en symbolen verduidelijken en structuur aanbieden ........ 58
Richtlijn 3: geef verschillende mogelijkheden om leerstof te begrijpen ........................... 59
Principe 2: actie en expressie ................................................................................................ 59
Richtlijn 4: verschillende manieren om actief om te gaan met de leerstof ....................... 59
Richtlijn 5: verschillende manieren aanbieden om aan te tonen wat studenten geleerd
hebben............................................................................................................................... 59
Richtlijn 6: ondersteuning bieden om doelen en prioriteiten te stellen ........................... 60
Principe 3: betrokkenheid ..................................................................................................... 60
Richtlijn 7: inspelen op intresses van leerlingen................................................................ 60
Richtlijn 8: doorzetting creëren ......................................................................................... 60
Richtlijn 9: mogelijkheden bieden om jezelf in te schatten en bij te sturen ..................... 60
4.4 UDL samenvattend ..................................................................................................................... 61
4.4.1 UDL: evidence? ................................................................................................................... 61
Meta-analyse (Capp, 2016) ....................................................................................................... 61
Meta-analyse (King-Sears et al., 2023) ...................................................................................... 61
5. Adaptief lesgeven aan alle leerlingen ............................................................................................. 62
5.1 Inleiding ..................................................................................................................................... 62
5.2 Basisassumptie .......................................................................................................................... 62
5.3 Strategieën ................................................................................................................................ 62
5.3.1 Binnenklasdifferentiatie ..................................................................................................... 62
Definitie ..................................................................................................................................... 63
Diversiteit .................................................................................................................................. 63
Doel = maximaal leren faciliteren ......................................................................................... 63
BKD = basisfilosofie ................................................................................................................... 64
5.3.2 Co-teaching ........................................................................................................................ 64
Samenwerking........................................................................................................................... 64
Vergelijking teaching assistants en co-teaching ........................................................................ 65
Teaching assistants................................................................................................................ 65
Co – teaching ......................................................................................................................... 65
Definitie ............................................................................................................................. 65
Wat is co-teaching niet? .................................................................................................... 66
Vormen van co-teaching ........................................................................................................... 66
1. Observerend co-teaching .................................................................................................. 66
Pagina 4 van 141
ONDERWIJS AAN KINDEREN MET SPECIFIEKE
NODEN
INHOUDSOPGAVE
INLEIDING ..................................................................................................................................................... 11
1. Praktische informatie en beleid ..................................................................................................... 11
1.1 Buitengewoon <-> Gewoon onderwijs ....................................................................................... 11
1.1.1 Full and effective participation and inclusion in society ...................................................... 11
1.1.2 Inclusief onderwijs.............................................................................................................. 11
Geschiedenis van het inclusief onderwijs.................................................................................. 12
1. Krankzinnigenwet (1850) + Eerste onderwijsinitiatief (1830) + invoering leerplicht (1918)
............................................................................................................................................... 12
2. Ondersteuningsvorm: Gon (1989) ..................................................................................... 12
3. Verdragen .......................................................................................................................... 13
Kinderrechtenverdrag (1991) ............................................................................................ 13
Salamancaverklaring (1994) .............................................................................................. 13
4. Ondersteunignsvorm: ION (2003) ..................................................................................... 13
5. Vn – verdrag inzake de rechten van personen met een handicap (2009) ......................... 13
6. Belangrijke decreten: M-decreet (2015) .......................................................................... 14
7. Ondersteuningsmodel (2017) ............................................................................................ 14
8. Decreet leersteun en leersteunmodel (2023) ................................................................... 14
1.2 Zorgcontinuüm .......................................................................................................................... 14
1.2.1 Fase 0: brede basiszorg ....................................................................................................... 15
1.2.2 Fase 1: verhoogde zorg ....................................................................................................... 15
1.2.3 Fase 2: uitbreiding van zorg ................................................................................................ 15
Handelingsgericht diagnostisch traject...................................................................................... 15
1.2.4 Fase 3: individueel aangepast curriculum (IAC) ................................................................... 16
Verslagen ................................................................................................................................... 16
Fase 2: GC – verslag ............................................................................................................... 16
Fase 3..................................................................................................................................... 16
IAC- verslag ........................................................................................................................ 16
OV4- verslag ...................................................................................................................... 16
Impact op inschrijvingsrecht ..................................................................................................... 17
Types ......................................................................................................................................... 17
1.3 Types ......................................................................................................................................... 18
1.3.1 Type basisaanbod ............................................................................................................... 18
1.3.2 Type 2................................................................................................................................. 18
1.3.3 Type 3................................................................................................................................. 19
1.3.4 Type 4................................................................................................................................. 19
1.3.5 Type 5................................................................................................................................. 19
1.3.6 Type 6................................................................................................................................. 19
1.3.7 Type 7................................................................................................................................. 19
Auditieve beperking .................................................................................................................. 19
STOS .......................................................................................................................................... 20
1.3.8 Type 9................................................................................................................................. 20
Pagina 1 van 141
, 1.4 Opleidingsvormen van secundair onderwijs ............................................................................... 20
1.4.1 OV1 .................................................................................................................................... 20
1.4.2 OV2 .................................................................................................................................... 21
1.4.3 OV3 .................................................................................................................................... 21
1.4.4 OV4 .................................................................................................................................... 21
1.4.5 Overzicht ............................................................................................................................ 21
1.5 Buitengewoon onderwijs <-> Gewoon onderwijs met leersteun ................................................ 21
1.5.1 Leersteunmodel.................................................................................................................. 21
1.5.2 Een definitief en duurzaam model voor leersteun............................................................... 22
Voor wie is er leersteun? .......................................................................................................... 22
Welke ondersteuning biedt leersteun?..................................................................................... 22
Welke expertise is aanwezig binnen LSC? ................................................................................. 23
Wie biedt ondersteuning?......................................................................................................... 23
Referentiekader kwaliteitsvolle leersteun ................................................................................ 23
1.5.3 Buitengewoon onderwijs .................................................................................................... 24
1.5.4 Samenwerking GO en BUO ................................................................................................. 24
IAC in gewoon en buitengewoon onderwijs ............................................................................. 24
Samenwerking gewoon en buitengewoon onderwijs ............................................................... 24
En nu? ....................................................................................................................................... 24
1.5.5 Andere initiatieven om leerlingen met specifiek noden te ondersteunen in het onderwijs . 25
1.6 Visie en actieplan om toe te werken aan inclusief onderwijs in Vlaanderen ............................... 26
1.6.1 Nood aan een nieuw model ................................................................................................ 26
1.6.2 Scholen voor iedereen ........................................................................................................ 26
1.6.3 8 krachtlijnen ..................................................................................................................... 26
1.6.4 Tijdspad .............................................................................................................................. 28
2. Leerlingpopulatie ........................................................................................................................... 29
2.1 European agency for special needs and inclusive education ....................................................... 29
2.1.1 Systeem om onderwijs tussen landen te vergelijken ........................................................... 29
2.1.2 Definitie inclusief onderwijs ............................................................................................... 29
The enrolment rate in inclusive education (%) ......................................................................... 29
The share of children/learners who are educated outside of mainstream education (%) ....... 30
2.1.3 Leerlingen met specifieke noden ........................................................................................ 30
Definitie ..................................................................................................................................... 30
The identification rate of children/learners with an official decision of SEN (%)...................... 30
The enrolment rate of children/learners with an official decision of SEN in inclusive education
(%) ............................................................................................................................................. 31
The share of children/learners with an official decision of SEN who are educated outside of
mainstream education (%) ........................................................................................................ 31
2.2 Vlaamse cijfers ........................................................................................................................... 32
2.2.1 Buitengewoon onderwijs .................................................................................................... 32
Evolutie leerlingpopulatie buitengewoon onderwijs ................................................................ 32
Verdeling per types ................................................................................................................... 33
Verdeling per onderwijsvorm.................................................................................................... 34
Verdeling volgens geslacht ........................................................................................................ 34
Verhouding schooljaar 22 – 23.............................................................................................. 35
2.2.2 Regulier onderwijs .............................................................................................................. 36
Evolutie (gemotiveerde) verslagen regulier onderwijs .............................................................. 36
2.2.3 Conclusie cijfers .................................................................................................................. 37
Pagina 2 van 141
, 2.3 Buitengewoon onderwijs <-> gewoon onderwijs ........................................................................ 37
2.3.1 Effectiviteit van het onderwijs - student outcomes ............................................................. 37
2.3.2 Effect of placement option on student outcomes ............................................................... 37
2.3.3 Conclusie ............................................................................................................................ 38
Opinie ........................................................................................................................................ 38
INCLUSIEF ONDERWIJS REALISEREN ............................................................................................................. 39
3. Een inclusieve leeromgeving .......................................................................................................... 39
3.1 Inclusief onderwijs ..................................................................................................................... 39
3.1.1 Definities ............................................................................................................................ 39
3.1.2 Project: “samen zorgen we voor een aangename inclusieve leeromgeving”........................ 39
Inclusiestatement ...................................................................................................................... 39
Inclusieve leeromgeving ........................................................................................................ 39
Inclusieambassadeur ............................................................................................................. 40
Afspraken .................................................................................................................................. 40
Zoveel mogelijk aanwezig zijn in de les ................................................................................. 40
Vooraan zitten ....................................................................................................................... 40
Rust bewaren......................................................................................................................... 40
Toestemming om aula (tijdelijk) te verlaten ......................................................................... 41
Begrip voor sensorische regulatiestrategieën ....................................................................... 41
Slim noteren en omgaan met lesopnames ................................................................................ 41
Hoe slim noteren? ................................................................................................................. 41
Hoe slim omgaan met lesopnames?...................................................................................... 41
3.2 Inclusief onderwijs realiseren ..................................................................................................... 42
3.2.1 3 basisvoorwaarden ........................................................................................................... 42
3.2.2 Fundament inclusief onderwijs ........................................................................................... 42
1. Positieve attitudes ................................................................................................................. 42
Belang van positieve attitudes .............................................................................................. 43
Wat is een attitude? .............................................................................................................. 43
Drie- componententheorie van Triandis (1971) ................................................................ 43
Theory of Planned behavior (TPB, Ajzen, 1991) ................................................................ 44
Factoren die attitudes beïnvloeden ...................................................................................... 45
2. Competenties van de inclusieve leraar.................................................................................. 46
Onvoldoende competenties? ................................................................................................ 46
Competentieprofiel van de inclusieve leraar......................................................................... 46
EADSNE .............................................................................................................................. 47
Inschatten eigen competenties ............................................................................................. 48
Instrument doelmatigheidsbeleving.................................................................................. 48
Eigen competenties als inclusieve leerkracht in kaart brengen ........................................ 49
Hoe inclusieve competentie(gevoel)s verhogen?.................................................................. 49
3. De inclusieve school ............................................................................................................. 50
Duurzame schoolontwikkeling .............................................................................................. 50
Wat is inclusief leiderschap? ................................................................................................. 50
1. Transformationeel leiderschap | transformative leadership ........................................ 51
2. Gedeeld leiderschap | distributed leadership | teacher leadership ............................. 51
3. Instructioneel leiderschap | instructional leadership.................................................... 51
Randvoorwaarden duurzaam leiderschap............................................................................. 52
Samenwerking ....................................................................................................................... 53
Collectief leren................................................................................................................... 53
Sociale netwerkanalyse van schoolteams ......................................................................... 53
Samenwerking om inclusie mogelijk te maken ................................................................. 54
Collectief leren................................................................................................................... 54
Werkbaar werk ...................................................................................................................... 54
Vijf indicatoren van werkvaar werk ........................................................................................ 54
Pagina 3 van 141
, INCLUSIEVE KLAS .......................................................................................................................................... 55
4. UDL ................................................................................................................................................ 55
4.1 Inleiding ..................................................................................................................................... 55
4.1.1 Crub-cut effect.................................................................................................................... 55
4.1.2 Retro-fit VS universal design ............................................................................................... 55
4.2 Universal design for learning ...................................................................................................... 56
4.2.1 The illusionary average student .......................................................................................... 56
4.2.2 UDL .................................................................................................................................... 56
Herdenken van de leeromgeving ............................................................................................... 56
4.3 Neurologisch onderzoek............................................................................................................. 57
4.3.1 Onderzoek (Rose, Meyer & Hitchcock, 2005) ...................................................................... 57
4.3.2 Van neurologie tot UDL-principes ....................................................................................... 57
UDL-principes .......................................................................................................................... 58
Principe 1: Informatie bieden ................................................................................................ 58
Richtlijn 1: zorg ervoor dat de leerstof door verschillende zintuigen kan opgenomen
worden .............................................................................................................................. 58
Richtlijn 2: Informatie via taal en symbolen verduidelijken en structuur aanbieden ........ 58
Richtlijn 3: geef verschillende mogelijkheden om leerstof te begrijpen ........................... 59
Principe 2: actie en expressie ................................................................................................ 59
Richtlijn 4: verschillende manieren om actief om te gaan met de leerstof ....................... 59
Richtlijn 5: verschillende manieren aanbieden om aan te tonen wat studenten geleerd
hebben............................................................................................................................... 59
Richtlijn 6: ondersteuning bieden om doelen en prioriteiten te stellen ........................... 60
Principe 3: betrokkenheid ..................................................................................................... 60
Richtlijn 7: inspelen op intresses van leerlingen................................................................ 60
Richtlijn 8: doorzetting creëren ......................................................................................... 60
Richtlijn 9: mogelijkheden bieden om jezelf in te schatten en bij te sturen ..................... 60
4.4 UDL samenvattend ..................................................................................................................... 61
4.4.1 UDL: evidence? ................................................................................................................... 61
Meta-analyse (Capp, 2016) ....................................................................................................... 61
Meta-analyse (King-Sears et al., 2023) ...................................................................................... 61
5. Adaptief lesgeven aan alle leerlingen ............................................................................................. 62
5.1 Inleiding ..................................................................................................................................... 62
5.2 Basisassumptie .......................................................................................................................... 62
5.3 Strategieën ................................................................................................................................ 62
5.3.1 Binnenklasdifferentiatie ..................................................................................................... 62
Definitie ..................................................................................................................................... 63
Diversiteit .................................................................................................................................. 63
Doel = maximaal leren faciliteren ......................................................................................... 63
BKD = basisfilosofie ................................................................................................................... 64
5.3.2 Co-teaching ........................................................................................................................ 64
Samenwerking........................................................................................................................... 64
Vergelijking teaching assistants en co-teaching ........................................................................ 65
Teaching assistants................................................................................................................ 65
Co – teaching ......................................................................................................................... 65
Definitie ............................................................................................................................. 65
Wat is co-teaching niet? .................................................................................................... 66
Vormen van co-teaching ........................................................................................................... 66
1. Observerend co-teaching .................................................................................................. 66
Pagina 4 van 141
