1
,INHOUD
LES 1: INLEIDING: LEERPROBLEMEN EN LEERSTOORNISSEN
Leerstoornissen >< Leerproblemen ...................................................................................................................... 10
Stoornissen........................................................................................................................................................ 10
DSM-V Criteria............................................................................................................................................... 10
Dyslexie En Dyscalculie.................................................................................................................................. 12
Problemen ......................................................................................................................................................... 13
Leerprobleem Of Leerstoornis .......................................................................................................................... 13
Remedial Teaching En Behandeling .................................................................................................................. 14
Redelijke Aanpassingen In De Praktijk .......................................................................................................... 14
Psychologische Impact ...................................................................................................................................... 15
(Leer)Stoornis, Beperking En Handicap ............................................................................................................. 15
Onderwijspsychologie ........................................................................................................................................... 16
Wat Is Onderwijspsychologie? .......................................................................................................................... 16
Onderwijspsycholoog ........................................................................................................................................ 16
Definitie International School Psychology Association (ISPA) ....................................................................... 16
7 Rollen ......................................................................................................................................................... 16
Rolverwarring ................................................................................................................................................ 17
Positie ............................................................................................................................................................ 18
Onderwijs In Vlaanderen ....................................................................................................................................... 18
Issues ............................................................................................................................................................. 18
Zittenblijven .................................................................................................................................................. 18
Educational Tracking ..................................................................................................................................... 19
Technologie In Het Onderwijs ....................................................................................................................... 19
LES 2: LEES(ONTWIKKELINGS)THEORIEËN
Theoretische Modellen Van Lezen ........................................................................................................................ 20
Standaardmodel (Twee-Route Model, Coltheart)............................................................................................. 20
Processen ...................................................................................................................................................... 20
Soorten Regels .............................................................................................................................................. 20
Evidentie Voor Het Standaardmodel ............................................................................................................ 21
Beperkingen Standaard Model ..................................................................................................................... 21
Interactieve-Activatiemodel (IAM) (Mcclelland & Rumelhart) ......................................................................... 22
Bottom-Up En Top-Down Processen ............................................................................................................. 22
Fonologische Verwerking Belangrijke Functie Bij Lezen Van Woorden ........................................................ 23
Dual Route Cascaded Model (Coltheart Et Al. , 1993)....................................................................................... 23
Connectionistisch Model (Van Orden) .............................................................................................................. 24
2
, Twee Belangrijke Eigenschappen: ................................................................................................................. 24
Fonologische Mediatietheorie ...................................................................................................................... 26
Stabiliteits – Plasticiteitsdilemma ................................................................................................................. 26
Leesontwikkelingstheorieën ............................................................................................................................. 27
Stage-Based Theorieën ................................................................................................................................. 27
Item-Based Theorieën ................................................................................................................................... 30
Leren Lezen ........................................................................................................................................................... 31
Leesmethodes ................................................................................................................................................... 31
Phonics .......................................................................................................................................................... 31
Whole Language ............................................................................................................................................ 31
Aanleren Van Teken-Klank Koppelingen ........................................................................................................... 32
Gebruik Maken Van Articulatie (Boyer & Ehri, 2011) ................................................................................... 32
Handgeschreven Letters ................................................................................................................................... 32
(Extra) Begeleiding (Slavin 2011) ...................................................................................................................... 33
Andere Principes ............................................................................................................................................... 33
Lexicale Asymmetrie (Compton Et Al., 2014) ........................................................................................................ 34
Implicaties Voor (Ortho)Didactiek ................................................................................................................ 34
LES 3: HET DYSLEXIEDEBAT
Het Populaire Beeld Van Dyslexie ......................................................................................................................... 35
DSM-V Criteria ...................................................................................................................................................... 35
Het Begrip Dyslexie ............................................................................................................................................... 36
Het Begrip ‘Dyslexie’ In Vraag Gesteld .......................................................................................................... 36
Leesvaardigheid Verdeeld Over De Populatie: Verschuiving ................................................................................ 37
Effecten Op Definities ....................................................................................................................................... 37
Afbakening Specifieke Groep Dyslectici ................................................................................................................ 38
Wanneer Is Zwak Lezen Een ‘Leer’-Stoornis? ................................................................................................... 38
Discrepantiecriterium ....................................................................................................................................... 39
Bezwaren Tegen Discrepantiemodel ............................................................................................................ 39
Rol Van Intelligentie .......................................................................................................................................... 40
Besluit Achterliggende Stoornis ........................................................................................................................ 40
Intergenerationele Multiple Deficit Model (De Verklaringsniveaus) ................................................................ 41
Genetische Factoren ..................................................................................................................................... 42
Neurale Systemen + Link Naar Gedrag Observaties ...................................................................................... 44
LES 4: COGNITIEVE OORZAKEN/DYSLEXIE IN PRAKTIJK
Multiple Deficit Model .......................................................................................................................................... 49
Hersenstructuren .................................................................................................................................................. 50
3
,Cognitieve Factoren .............................................................................................................................................. 52
Oorzaken ........................................................................................................................................................... 52
Van Klassieke Visie Naar Probabilistische Modellen ......................................................................................... 53
Klassiek Deterministich Model ...................................................................................................................... 53
Multifactorieel Probabilistisch Model ........................................................................................................... 53
Fonologische Vaardigheden .............................................................................................................................. 54
Verbale Kortetermijngeheugen......................................................................................................................... 56
Letterkennis ...................................................................................................................................................... 56
Benoemsnelheid ............................................................................................................................................... 57
Visuele Aandachtsspanne Hypothese ............................................................................................................... 58
Defect In Impliciet Volgorde Leren ................................................................................................................... 58
Conclusie ........................................................................................................................................................... 59
Dyslexie In Praktijk ................................................................................................................................................ 60
Recente RTI-Modellen (Fuchs & Fuchs) ............................................................................................................ 60
Behandelprotocol Dyslexie ............................................................................................................................... 61
Brede Basiszorg ............................................................................................................................................. 61
Verhoogde Zorg............................................................................................................................................. 62
Uitbreiding Van Zorg ..................................................................................................................................... 62
GC/IAC/OV4 .................................................................................................................................................. 63
LES 5:DYSCALCULIE
Theoretische Modellen ......................................................................................................................................... 65
Abstract Code Model (Mccloskey Et Al., 1995) ................................................................................................. 65
Triple Code Model ((Dehaene & Cohen, 1995) ................................................................................................. 66
Multiple Code Mode (Campbell & Clark, 1992) ................................................................................................ 67
Rekenontwikkeling ................................................................................................................................................ 68
DYSCALCULIE ......................................................................................................................................................... 69
DEFINITIE ........................................................................................................................................................... 69
VOORKOMEN .................................................................................................................................................... 69
TOV DYSLEXIE .................................................................................................................................................... 69
DSM-V ............................................................................................................................................................... 70
Criteria Netwerk Leerproblemen Vlaanderen ................................................................................................... 70
Kenmerkende Moeilijkheden ............................................................................................................................ 71
Ook In Dagelijks Leven, Overal Cijfers ........................................................................................................... 71
Dyscalculie Doorheen De Levensloop ............................................................................................................... 72
Soms Al Zichtbaar In De Kleuterklas .............................................................................................................. 72
Lagere School ................................................................................................................................................ 72
4
, Diagnostische Beslissingsboom Rekenstoornissen (Cornoldi & Lucangeli, 2004) ............................................. 73
4 Fenotypes ................................................................................................................................................... 73
Onderzoek Subtypes ..................................................................................................................................... 75
Comorbiditeit .................................................................................................................................................... 76
Comorbide Stoornissen (Desoete, 2010) ...................................................................................................... 76
Intergenerationele Multiple Deficit Model (De Verklaringsniveaus) ............................................................ 76
Genetisch .......................................................................................................................................................... 77
Neoronaal Netwerk ........................................................................................................................................... 78
Neurofunctionele Basis Dyscalculie .............................................................................................................. 79
Neuro-Atomische Basis ................................................................................................................................. 79
LES 6:DYSCALCULIE (DEEL 2)
Primaire Verklarende Factoren ............................................................................................................................. 80
Cognitieve Factoren .......................................................................................................................................... 80
Executief Functioneren ................................................................................................................................. 80
Benoemsnelheid ........................................................................................................................................... 80
Korte Termijn En/Of Werkgeheugen............................................................................................................. 80
Volgehouden Aandacht ................................................................................................................................. 80
Access Deficit And/Or Defective Number Sense ........................................................................................... 80
Metacognitieve Factoren (Zie Ook Volgende (Gast)Les) ................................................................................... 85
Secundaire Verklarende Factoren ......................................................................................................................... 85
Math Anxiety ..................................................................................................................................................... 85
Rekenen/Dyscalculie: Praktijk ............................................................................................................................... 86
Dyscalculie Onderwijs ....................................................................................................................................... 86
Leren Rekenen .................................................................................................................................................. 86
Mechanistische Stroming .............................................................................................................................. 86
Empiristische Stroming ................................................................................................................................. 87
(Formeel-)Structuralistische Stroming .......................................................................................................... 87
Realistische Stroming .................................................................................................................................... 88
Tedi-Math .......................................................................................................................................................... 89
Behandelprotocol .................................................................................................................................................. 89
Rekenprocesonderzoek ..................................................................................................................................... 89
Rekening Houden Met Type Opgave............................................................................................................. 90
Stapjes ........................................................................................................................................................... 91
LES 7: METACOGNITIE IN HET LEERPROCES (GASTCOLLEGE DR. ELIEN BELLON)
Leren ..................................................................................................................................................................... 92
Functionele Reorganisatie................................................................................................................................. 92
5
, Wat Is Functionele Reorganisatie? ................................................................................................................ 92
Wat Is Neuronal Recycling?........................................................................................................................... 92
Link Tussen De Twee: .................................................................................................................................... 92
Lezen – Dyslexie ................................................................................................................................................ 93
Fonologisch Bewustzijn ................................................................................................................................. 93
Letterkennis .................................................................................................................................................. 93
Domein Algemene Vaardigheden ................................................................................................................. 93
Rekenen – Dyscalculie ....................................................................................................................................... 93
Nuber Sense / Getalgevoel............................................................................................................................ 93
Domein Algemene Vaardigheden ................................................................................................................. 93
Leren = Niet Altijd Even Vlot ............................................................................................................................. 93
Leren Hangt Samen Met (Meta)Cognitieve Factoren ....................................................................................... 94
Metacognitie ......................................................................................................................................................... 94
Declaratieve Metacognitieve Kennis ................................................................................................................. 95
Procedurele Metacognitieve Vaardigheden ..................................................................................................... 95
Neurowetenschappelijk Onderzoek .................................................................................................................. 96
Belang Prefrontale Cortex! ............................................................................................................................ 96
Ontwikkeling ................................................................................................................................................. 96
Grote (Onderzoeks)Uitdaging ....................................................................................................................... 97
Leren En Metacognitie .......................................................................................................................................... 98
Complex Samenspel Van Factoren ........................................................................................................................ 98
LES 8: ZITTENBLIJVEN
Zittenblijven In Vraag Gesteld (OBPWO-Rapport (2012, HIVA En KU Leuven) ................................................... 100
Impact Van Onderzoek Op Beleid ................................................................................................................... 100
Hoog % Zittenblijvers In Vlaanderen ............................................................................................................... 100
2 Factoren In Vlaams Onderwijs ..................................................................................................................... 100
Ideologische Context: ...................................................................................................................................... 100
Denkkaders ......................................................................................................................................................... 101
Deficit Visie: Prestaties Worden Vergeleken Met ‘Norm’ ............................................................................... 101
Bredere Context .................................................................................................................................................. 101
PISA-Cijfers ...................................................................................................................................................... 101
Buren Luren ..................................................................................................................................................... 102
Discussie In VS ............................................................................................................................................. 102
Gidsland Zweden? ....................................................................................................................................... 102
Effecten Van Zittenblijven Onderzoek (Meta-Analyse) Van Mieke Goos (2013) ................................................ 103
Leeftijds- Of Jaarklasvergelijking? ....................................................................................................................... 105
6
,Wetenschappelijke Studies ................................................................................................................................. 105
Selectie-Bias Is Kernprobleem ......................................................................................................................... 106
Differentiërende Kenmerken: ‘(Un)Measured Confounders’ ......................................................................... 106
Propensity Score Matching ............................................................................................................................. 107
Kans Op Ontvangen Van Interventie, Gegeven Een Set Van Gemeten Covariaten .................................... 107
Vandecandelaere E.A. (2015) ...................................................................................................................... 108
Covariate Balance Check ................................................................................................................................. 109
Positiviteitsassumptie (Overlap) ................................................................................................................. 110
Meta-Analyses ................................................................................................................................................. 112
Goos, 2021 .................................................................................................................................................. 112
Varianten En Alternatieven Van Zittenblijven ..................................................................................................... 113
LES 9:TECHNOLOGIE IN HET ONDERWIJS
Blended Learning ................................................................................................................................................ 114
Wat? ................................................................................................................................................................ 114
Belangrijkste Redenen (Graham, 2006, 2009) ................................................................................................ 115
Hoe Kan Blended Learning Leren Verbeteren? (Spanjers Et Al., 2014) ........................................................... 116
Invoering ......................................................................................................................................................... 116
Onderzoek ....................................................................................................................................................... 117
Vo, Zhu & Diep, 2017 .................................................................................................................................. 117
Cao, 2023 .................................................................................................................................................... 117
Games ................................................................................................................................................................. 118
Gamification Versus Game-Based Learning .................................................................................................... 118
Serious Games ................................................................................................................................................. 119
Serious Game Dyslexie ................................................................................................................................ 119
Virtual En Augmented Reality ............................................................................................................................. 122
VR En AR In Onderwijs................................................................................................................................. 122
Artificial Intelligence ........................................................................................................................................... 124
Chatgpt ............................................................................................................................................................ 124
Ai In Onderwijs ................................................................................................................................................ 124
Ai Als Psycholoog ............................................................................................................................................ 125
Technologie In Onderwijs ................................................................................................................................ 127
LES 10: HOOGBEGAAFDHEID
Prevalentie .......................................................................................................................................................... 128
Onder- Of Overschatting? (On)Gezien Onderzoek .......................................................................................... 129
CHC Model .......................................................................................................................................................... 129
Definitie ............................................................................................................................................................... 130
7
, Wat Is Hoogbegaafdheid? ............................................................................................................................... 130
Subtypes .......................................................................................................................................................... 131
Dubbel Bijzonder ............................................................................................................................................. 132
Modellen ............................................................................................................................................................. 133
Omgevingsfactoren (Mönks & Mason, 2000) ................................................................................................. 133
Multifactorenmodel (Heller, 2005) ................................................................................................................. 134
Delphi-Model (Kooijman-Van Thiel, 2008) ...................................................................................................... 135
Groeimodel (Kieboom & Venderickx, 2017) ................................................................................................... 136
Risico Of Sterkte .................................................................................................................................................. 136
Veerkrachtbenadering .................................................................................................................................... 136
Risico Benadering ............................................................................................................................................ 136
Hb Op Meerdere Domeinen ................................................................................................................................ 137
Sociaal-Emotionele Ontwikkeling.................................................................................................................... 137
Gedrag ............................................................................................................................................................. 137
Opvoeding ....................................................................................................................................................... 137
School .............................................................................................................................................................. 138
Typisch Beeld ...................................................................................................................................................... 138
Hoogbegaafdheid Herkennen ............................................................................................................................. 139
Omgeving ............................................................................................................................................................ 140
Tips ...................................................................................................................................................................... 141
Voor Ouders .................................................................................................................................................... 141
Voor De School ................................................................................................................................................ 141
Praktijk ................................................................................................................................................................ 142
In Het Vlaamse Onderwijs ............................................................................................................................... 142
Ongelijke Kansen ............................................................................................................................................. 143
LES 11: EDUCATIONAL TRACKING
Tracking ............................................................................................................................................................... 145
Situatie In Vlaanderen ......................................................................................................................................... 145
2013 ................................................................................................................................................................ 145
Daarom: Onderwijshervoring .......................................................................................................................... 146
Invloed Early Tracking ......................................................................................................................................... 148
Specialisatie Effect .......................................................................................................................................... 148
Schoolse Prestatie Tussen Tracks ................................................................................................................ 148
Misallocatie Effect ........................................................................................................................................... 149
Tracking Voor Nieuwkomers ....................................................................................................................... 149
Cijfers .......................................................................................................................................................... 150
8
, Misallocatie Effect ....................................................................................................................................... 151
Peer- En Omgevingseffecten ........................................................................................................................... 151
Differentiation-Polarization Theory (Sociaal) .............................................................................................. 151
Trade Off ............................................................................................................................................................. 153
Difference In Difference .............................................................................................................................. 154
Tracking Effects Later In Het Leven ..................................................................................................................... 155
The Effect Of Early Tracking On Participation In Higher Education (Van Elk, Van Der Steeg, & Webbink, 2015)
........................................................................................................................................................................ 155
Arbeidsmarkt Situatie Tussen Tracks .............................................................................................................. 155
Jongeren Aan Het Woord .................................................................................................................................... 156
Onderzoek Vlaamse Jeugdraad 2019 .............................................................................................................. 156
Toekomst ............................................................................................................................................................ 157
INFO EXAMEN
Voorbeeld Examenvragen ................................................................................................................................... 158
Praktisch .......................................................................................................................................................... 158
Algemeen ........................................................................................................................................................ 158
Vragen ............................................................................................................................................................. 159
Antwoorden .................................................................................................................................................... 162
9
, LES 1: INLEIDING
LEERSTOORNISSEN >< LEERPROBLEMEN
STOORNISSEN
1. Neurologische of psychische aandoening die ‘normale’ ontwikkeling verstoort
1.2. Breed begrip: continuüm van subjectieve impact
1.3. Treedt vroeg in kindertijd op
1.4. Voorbeelden
1.5. Autisme (ASS)
1.6. ADHD
1.7. Leerstoornissen
1.8. …
2. Term neurodiversiteit in opmars als verzamelterm
2.2. Loskomen van strikte labels/diagnoses
3. Specificiteit in verminderde mogelijkheden
4. Specificiteit paradox: quid comorbiditeit
5. ‘Stoornis’ → specifieke criteria opgesteld (Zie oa DSM-V(5))
DSM-V CRITERIA
Dyslexie
Dyscalculie
10
,INHOUD
LES 1: INLEIDING: LEERPROBLEMEN EN LEERSTOORNISSEN
Leerstoornissen >< Leerproblemen ...................................................................................................................... 10
Stoornissen........................................................................................................................................................ 10
DSM-V Criteria............................................................................................................................................... 10
Dyslexie En Dyscalculie.................................................................................................................................. 12
Problemen ......................................................................................................................................................... 13
Leerprobleem Of Leerstoornis .......................................................................................................................... 13
Remedial Teaching En Behandeling .................................................................................................................. 14
Redelijke Aanpassingen In De Praktijk .......................................................................................................... 14
Psychologische Impact ...................................................................................................................................... 15
(Leer)Stoornis, Beperking En Handicap ............................................................................................................. 15
Onderwijspsychologie ........................................................................................................................................... 16
Wat Is Onderwijspsychologie? .......................................................................................................................... 16
Onderwijspsycholoog ........................................................................................................................................ 16
Definitie International School Psychology Association (ISPA) ....................................................................... 16
7 Rollen ......................................................................................................................................................... 16
Rolverwarring ................................................................................................................................................ 17
Positie ............................................................................................................................................................ 18
Onderwijs In Vlaanderen ....................................................................................................................................... 18
Issues ............................................................................................................................................................. 18
Zittenblijven .................................................................................................................................................. 18
Educational Tracking ..................................................................................................................................... 19
Technologie In Het Onderwijs ....................................................................................................................... 19
LES 2: LEES(ONTWIKKELINGS)THEORIEËN
Theoretische Modellen Van Lezen ........................................................................................................................ 20
Standaardmodel (Twee-Route Model, Coltheart)............................................................................................. 20
Processen ...................................................................................................................................................... 20
Soorten Regels .............................................................................................................................................. 20
Evidentie Voor Het Standaardmodel ............................................................................................................ 21
Beperkingen Standaard Model ..................................................................................................................... 21
Interactieve-Activatiemodel (IAM) (Mcclelland & Rumelhart) ......................................................................... 22
Bottom-Up En Top-Down Processen ............................................................................................................. 22
Fonologische Verwerking Belangrijke Functie Bij Lezen Van Woorden ........................................................ 23
Dual Route Cascaded Model (Coltheart Et Al. , 1993)....................................................................................... 23
Connectionistisch Model (Van Orden) .............................................................................................................. 24
2
, Twee Belangrijke Eigenschappen: ................................................................................................................. 24
Fonologische Mediatietheorie ...................................................................................................................... 26
Stabiliteits – Plasticiteitsdilemma ................................................................................................................. 26
Leesontwikkelingstheorieën ............................................................................................................................. 27
Stage-Based Theorieën ................................................................................................................................. 27
Item-Based Theorieën ................................................................................................................................... 30
Leren Lezen ........................................................................................................................................................... 31
Leesmethodes ................................................................................................................................................... 31
Phonics .......................................................................................................................................................... 31
Whole Language ............................................................................................................................................ 31
Aanleren Van Teken-Klank Koppelingen ........................................................................................................... 32
Gebruik Maken Van Articulatie (Boyer & Ehri, 2011) ................................................................................... 32
Handgeschreven Letters ................................................................................................................................... 32
(Extra) Begeleiding (Slavin 2011) ...................................................................................................................... 33
Andere Principes ............................................................................................................................................... 33
Lexicale Asymmetrie (Compton Et Al., 2014) ........................................................................................................ 34
Implicaties Voor (Ortho)Didactiek ................................................................................................................ 34
LES 3: HET DYSLEXIEDEBAT
Het Populaire Beeld Van Dyslexie ......................................................................................................................... 35
DSM-V Criteria ...................................................................................................................................................... 35
Het Begrip Dyslexie ............................................................................................................................................... 36
Het Begrip ‘Dyslexie’ In Vraag Gesteld .......................................................................................................... 36
Leesvaardigheid Verdeeld Over De Populatie: Verschuiving ................................................................................ 37
Effecten Op Definities ....................................................................................................................................... 37
Afbakening Specifieke Groep Dyslectici ................................................................................................................ 38
Wanneer Is Zwak Lezen Een ‘Leer’-Stoornis? ................................................................................................... 38
Discrepantiecriterium ....................................................................................................................................... 39
Bezwaren Tegen Discrepantiemodel ............................................................................................................ 39
Rol Van Intelligentie .......................................................................................................................................... 40
Besluit Achterliggende Stoornis ........................................................................................................................ 40
Intergenerationele Multiple Deficit Model (De Verklaringsniveaus) ................................................................ 41
Genetische Factoren ..................................................................................................................................... 42
Neurale Systemen + Link Naar Gedrag Observaties ...................................................................................... 44
LES 4: COGNITIEVE OORZAKEN/DYSLEXIE IN PRAKTIJK
Multiple Deficit Model .......................................................................................................................................... 49
Hersenstructuren .................................................................................................................................................. 50
3
,Cognitieve Factoren .............................................................................................................................................. 52
Oorzaken ........................................................................................................................................................... 52
Van Klassieke Visie Naar Probabilistische Modellen ......................................................................................... 53
Klassiek Deterministich Model ...................................................................................................................... 53
Multifactorieel Probabilistisch Model ........................................................................................................... 53
Fonologische Vaardigheden .............................................................................................................................. 54
Verbale Kortetermijngeheugen......................................................................................................................... 56
Letterkennis ...................................................................................................................................................... 56
Benoemsnelheid ............................................................................................................................................... 57
Visuele Aandachtsspanne Hypothese ............................................................................................................... 58
Defect In Impliciet Volgorde Leren ................................................................................................................... 58
Conclusie ........................................................................................................................................................... 59
Dyslexie In Praktijk ................................................................................................................................................ 60
Recente RTI-Modellen (Fuchs & Fuchs) ............................................................................................................ 60
Behandelprotocol Dyslexie ............................................................................................................................... 61
Brede Basiszorg ............................................................................................................................................. 61
Verhoogde Zorg............................................................................................................................................. 62
Uitbreiding Van Zorg ..................................................................................................................................... 62
GC/IAC/OV4 .................................................................................................................................................. 63
LES 5:DYSCALCULIE
Theoretische Modellen ......................................................................................................................................... 65
Abstract Code Model (Mccloskey Et Al., 1995) ................................................................................................. 65
Triple Code Model ((Dehaene & Cohen, 1995) ................................................................................................. 66
Multiple Code Mode (Campbell & Clark, 1992) ................................................................................................ 67
Rekenontwikkeling ................................................................................................................................................ 68
DYSCALCULIE ......................................................................................................................................................... 69
DEFINITIE ........................................................................................................................................................... 69
VOORKOMEN .................................................................................................................................................... 69
TOV DYSLEXIE .................................................................................................................................................... 69
DSM-V ............................................................................................................................................................... 70
Criteria Netwerk Leerproblemen Vlaanderen ................................................................................................... 70
Kenmerkende Moeilijkheden ............................................................................................................................ 71
Ook In Dagelijks Leven, Overal Cijfers ........................................................................................................... 71
Dyscalculie Doorheen De Levensloop ............................................................................................................... 72
Soms Al Zichtbaar In De Kleuterklas .............................................................................................................. 72
Lagere School ................................................................................................................................................ 72
4
, Diagnostische Beslissingsboom Rekenstoornissen (Cornoldi & Lucangeli, 2004) ............................................. 73
4 Fenotypes ................................................................................................................................................... 73
Onderzoek Subtypes ..................................................................................................................................... 75
Comorbiditeit .................................................................................................................................................... 76
Comorbide Stoornissen (Desoete, 2010) ...................................................................................................... 76
Intergenerationele Multiple Deficit Model (De Verklaringsniveaus) ............................................................ 76
Genetisch .......................................................................................................................................................... 77
Neoronaal Netwerk ........................................................................................................................................... 78
Neurofunctionele Basis Dyscalculie .............................................................................................................. 79
Neuro-Atomische Basis ................................................................................................................................. 79
LES 6:DYSCALCULIE (DEEL 2)
Primaire Verklarende Factoren ............................................................................................................................. 80
Cognitieve Factoren .......................................................................................................................................... 80
Executief Functioneren ................................................................................................................................. 80
Benoemsnelheid ........................................................................................................................................... 80
Korte Termijn En/Of Werkgeheugen............................................................................................................. 80
Volgehouden Aandacht ................................................................................................................................. 80
Access Deficit And/Or Defective Number Sense ........................................................................................... 80
Metacognitieve Factoren (Zie Ook Volgende (Gast)Les) ................................................................................... 85
Secundaire Verklarende Factoren ......................................................................................................................... 85
Math Anxiety ..................................................................................................................................................... 85
Rekenen/Dyscalculie: Praktijk ............................................................................................................................... 86
Dyscalculie Onderwijs ....................................................................................................................................... 86
Leren Rekenen .................................................................................................................................................. 86
Mechanistische Stroming .............................................................................................................................. 86
Empiristische Stroming ................................................................................................................................. 87
(Formeel-)Structuralistische Stroming .......................................................................................................... 87
Realistische Stroming .................................................................................................................................... 88
Tedi-Math .......................................................................................................................................................... 89
Behandelprotocol .................................................................................................................................................. 89
Rekenprocesonderzoek ..................................................................................................................................... 89
Rekening Houden Met Type Opgave............................................................................................................. 90
Stapjes ........................................................................................................................................................... 91
LES 7: METACOGNITIE IN HET LEERPROCES (GASTCOLLEGE DR. ELIEN BELLON)
Leren ..................................................................................................................................................................... 92
Functionele Reorganisatie................................................................................................................................. 92
5
, Wat Is Functionele Reorganisatie? ................................................................................................................ 92
Wat Is Neuronal Recycling?........................................................................................................................... 92
Link Tussen De Twee: .................................................................................................................................... 92
Lezen – Dyslexie ................................................................................................................................................ 93
Fonologisch Bewustzijn ................................................................................................................................. 93
Letterkennis .................................................................................................................................................. 93
Domein Algemene Vaardigheden ................................................................................................................. 93
Rekenen – Dyscalculie ....................................................................................................................................... 93
Nuber Sense / Getalgevoel............................................................................................................................ 93
Domein Algemene Vaardigheden ................................................................................................................. 93
Leren = Niet Altijd Even Vlot ............................................................................................................................. 93
Leren Hangt Samen Met (Meta)Cognitieve Factoren ....................................................................................... 94
Metacognitie ......................................................................................................................................................... 94
Declaratieve Metacognitieve Kennis ................................................................................................................. 95
Procedurele Metacognitieve Vaardigheden ..................................................................................................... 95
Neurowetenschappelijk Onderzoek .................................................................................................................. 96
Belang Prefrontale Cortex! ............................................................................................................................ 96
Ontwikkeling ................................................................................................................................................. 96
Grote (Onderzoeks)Uitdaging ....................................................................................................................... 97
Leren En Metacognitie .......................................................................................................................................... 98
Complex Samenspel Van Factoren ........................................................................................................................ 98
LES 8: ZITTENBLIJVEN
Zittenblijven In Vraag Gesteld (OBPWO-Rapport (2012, HIVA En KU Leuven) ................................................... 100
Impact Van Onderzoek Op Beleid ................................................................................................................... 100
Hoog % Zittenblijvers In Vlaanderen ............................................................................................................... 100
2 Factoren In Vlaams Onderwijs ..................................................................................................................... 100
Ideologische Context: ...................................................................................................................................... 100
Denkkaders ......................................................................................................................................................... 101
Deficit Visie: Prestaties Worden Vergeleken Met ‘Norm’ ............................................................................... 101
Bredere Context .................................................................................................................................................. 101
PISA-Cijfers ...................................................................................................................................................... 101
Buren Luren ..................................................................................................................................................... 102
Discussie In VS ............................................................................................................................................. 102
Gidsland Zweden? ....................................................................................................................................... 102
Effecten Van Zittenblijven Onderzoek (Meta-Analyse) Van Mieke Goos (2013) ................................................ 103
Leeftijds- Of Jaarklasvergelijking? ....................................................................................................................... 105
6
,Wetenschappelijke Studies ................................................................................................................................. 105
Selectie-Bias Is Kernprobleem ......................................................................................................................... 106
Differentiërende Kenmerken: ‘(Un)Measured Confounders’ ......................................................................... 106
Propensity Score Matching ............................................................................................................................. 107
Kans Op Ontvangen Van Interventie, Gegeven Een Set Van Gemeten Covariaten .................................... 107
Vandecandelaere E.A. (2015) ...................................................................................................................... 108
Covariate Balance Check ................................................................................................................................. 109
Positiviteitsassumptie (Overlap) ................................................................................................................. 110
Meta-Analyses ................................................................................................................................................. 112
Goos, 2021 .................................................................................................................................................. 112
Varianten En Alternatieven Van Zittenblijven ..................................................................................................... 113
LES 9:TECHNOLOGIE IN HET ONDERWIJS
Blended Learning ................................................................................................................................................ 114
Wat? ................................................................................................................................................................ 114
Belangrijkste Redenen (Graham, 2006, 2009) ................................................................................................ 115
Hoe Kan Blended Learning Leren Verbeteren? (Spanjers Et Al., 2014) ........................................................... 116
Invoering ......................................................................................................................................................... 116
Onderzoek ....................................................................................................................................................... 117
Vo, Zhu & Diep, 2017 .................................................................................................................................. 117
Cao, 2023 .................................................................................................................................................... 117
Games ................................................................................................................................................................. 118
Gamification Versus Game-Based Learning .................................................................................................... 118
Serious Games ................................................................................................................................................. 119
Serious Game Dyslexie ................................................................................................................................ 119
Virtual En Augmented Reality ............................................................................................................................. 122
VR En AR In Onderwijs................................................................................................................................. 122
Artificial Intelligence ........................................................................................................................................... 124
Chatgpt ............................................................................................................................................................ 124
Ai In Onderwijs ................................................................................................................................................ 124
Ai Als Psycholoog ............................................................................................................................................ 125
Technologie In Onderwijs ................................................................................................................................ 127
LES 10: HOOGBEGAAFDHEID
Prevalentie .......................................................................................................................................................... 128
Onder- Of Overschatting? (On)Gezien Onderzoek .......................................................................................... 129
CHC Model .......................................................................................................................................................... 129
Definitie ............................................................................................................................................................... 130
7
, Wat Is Hoogbegaafdheid? ............................................................................................................................... 130
Subtypes .......................................................................................................................................................... 131
Dubbel Bijzonder ............................................................................................................................................. 132
Modellen ............................................................................................................................................................. 133
Omgevingsfactoren (Mönks & Mason, 2000) ................................................................................................. 133
Multifactorenmodel (Heller, 2005) ................................................................................................................. 134
Delphi-Model (Kooijman-Van Thiel, 2008) ...................................................................................................... 135
Groeimodel (Kieboom & Venderickx, 2017) ................................................................................................... 136
Risico Of Sterkte .................................................................................................................................................. 136
Veerkrachtbenadering .................................................................................................................................... 136
Risico Benadering ............................................................................................................................................ 136
Hb Op Meerdere Domeinen ................................................................................................................................ 137
Sociaal-Emotionele Ontwikkeling.................................................................................................................... 137
Gedrag ............................................................................................................................................................. 137
Opvoeding ....................................................................................................................................................... 137
School .............................................................................................................................................................. 138
Typisch Beeld ...................................................................................................................................................... 138
Hoogbegaafdheid Herkennen ............................................................................................................................. 139
Omgeving ............................................................................................................................................................ 140
Tips ...................................................................................................................................................................... 141
Voor Ouders .................................................................................................................................................... 141
Voor De School ................................................................................................................................................ 141
Praktijk ................................................................................................................................................................ 142
In Het Vlaamse Onderwijs ............................................................................................................................... 142
Ongelijke Kansen ............................................................................................................................................. 143
LES 11: EDUCATIONAL TRACKING
Tracking ............................................................................................................................................................... 145
Situatie In Vlaanderen ......................................................................................................................................... 145
2013 ................................................................................................................................................................ 145
Daarom: Onderwijshervoring .......................................................................................................................... 146
Invloed Early Tracking ......................................................................................................................................... 148
Specialisatie Effect .......................................................................................................................................... 148
Schoolse Prestatie Tussen Tracks ................................................................................................................ 148
Misallocatie Effect ........................................................................................................................................... 149
Tracking Voor Nieuwkomers ....................................................................................................................... 149
Cijfers .......................................................................................................................................................... 150
8
, Misallocatie Effect ....................................................................................................................................... 151
Peer- En Omgevingseffecten ........................................................................................................................... 151
Differentiation-Polarization Theory (Sociaal) .............................................................................................. 151
Trade Off ............................................................................................................................................................. 153
Difference In Difference .............................................................................................................................. 154
Tracking Effects Later In Het Leven ..................................................................................................................... 155
The Effect Of Early Tracking On Participation In Higher Education (Van Elk, Van Der Steeg, & Webbink, 2015)
........................................................................................................................................................................ 155
Arbeidsmarkt Situatie Tussen Tracks .............................................................................................................. 155
Jongeren Aan Het Woord .................................................................................................................................... 156
Onderzoek Vlaamse Jeugdraad 2019 .............................................................................................................. 156
Toekomst ............................................................................................................................................................ 157
INFO EXAMEN
Voorbeeld Examenvragen ................................................................................................................................... 158
Praktisch .......................................................................................................................................................... 158
Algemeen ........................................................................................................................................................ 158
Vragen ............................................................................................................................................................. 159
Antwoorden .................................................................................................................................................... 162
9
, LES 1: INLEIDING
LEERSTOORNISSEN >< LEERPROBLEMEN
STOORNISSEN
1. Neurologische of psychische aandoening die ‘normale’ ontwikkeling verstoort
1.2. Breed begrip: continuüm van subjectieve impact
1.3. Treedt vroeg in kindertijd op
1.4. Voorbeelden
1.5. Autisme (ASS)
1.6. ADHD
1.7. Leerstoornissen
1.8. …
2. Term neurodiversiteit in opmars als verzamelterm
2.2. Loskomen van strikte labels/diagnoses
3. Specificiteit in verminderde mogelijkheden
4. Specificiteit paradox: quid comorbiditeit
5. ‘Stoornis’ → specifieke criteria opgesteld (Zie oa DSM-V(5))
DSM-V CRITERIA
Dyslexie
Dyscalculie
10
