ONDERWIJS AAN KINDEREN
MET SPECIFIEKE NODEN
Melissa Amandels
AJ 2021-2022
,Inhoudsopgave
Inleiding.......................................................................................................................................................... 5
College 1 en 2: 14/02 ...................................................................................................................................... 6
M-decreet ........................................................................................................................................................... 7
6 krachtlijnen van het M-decreet: ................................................................................................................. 7
Onderliggende kaders: ................................................................................................................................. 13
Enkele cijfers ..................................................................................................................................................... 14
College 3: Evaluatie m-decreet en ondersteuningsmodel (weblecture 28/03) ............................................... 17
Recente ontwikkelingen in beleid rond onderwijs aan kinderen met specifieke noden .................................... 17
M-decreet: 2015 ............................................................................................................................................... 17
Ondersteuningsmodel in 2017 .......................................................................................................................... 17
Eerste nota Begeleidingsdecreet (25/10/2019): .......................................................................................... 18
Conceptnota leersteundecreet (25/06/2021) ............................................................................................. 18
Afschaffing m-decreet ...................................................................................................................................... 18
Adviezen ........................................................................................................................................................... 19
Speerpunten Leersteundecreet ......................................................................................................................... 19
Leersteundecreet ......................................................................................................................................... 19
Gewoon Onderwijs ...................................................................................................................................... 19
Leersteun ..................................................................................................................................................... 20
Buitengewoon onderwijs ............................................................................................................................. 20
6 krachtlijnen van het M-decreet:..................................................................................................................... 20
Meer inclusie & Modernisering ................................................................................................................... 21
Mindshift ..................................................................................................................................................... 21
Meesterschap & Medezeggenschap............................................................................................................ 22
Middelen voor meesterschap ...................................................................................................................... 23
Evaluatie ondersteuningsmodel ....................................................................................................................... 23
College 4: Internationaal & andere vormen van onderwijs (weblecture – les 7/03) ....................................... 25
Deel 1: Inclusief onderwijs in Europa ................................................................................................................ 25
European strategies ..................................................................................................................................... 25
Inclusive education? .................................................................................................................................... 25
Inclusive education? .................................................................................................................................... 27
Special educational needs?.......................................................................................................................... 27
Illustratie ...................................................................................................................................................... 27
Deel 2: TOAH, SIO, POAH, vrijstelling................................................................................................................ 27
Maatregelen binnen zorgbeleid van een school .......................................................................................... 29
Type 5 onderwijs .......................................................................................................................................... 29
DMOB of onderwijs in Diensten Met OnderwijsBehoefte (K-diensten) ...................................................... 29
Tijdelijk Onderwijs Aan Huis (TOAH) ............................................................................................................ 30
Synchroon internetonderwijs (SIO) ............................................................................................................. 31
Vrijwilligersorganisaties ............................................................................................................................... 31
Leerlingen met zeer ernstige beperkingen, ziekte of extreme gedrags- en emotionele problemen .......... 31
Permanent Onderwijs Aan Huis (POAH) ...................................................................................................... 32
Huisonderwijs .............................................................................................................................................. 32
College 5: Belang van schoolcultuur, visie, leiderschap en schoolbeleid ........................................................ 33
Duurzaam onderwijs ......................................................................................................................................... 33
1
, Duurzame schoolontwikkeling ..................................................................................................................... 33
Leiderschap ....................................................................................................................................................... 34
Transformationeel leiderschap | transformative leadership....................................................................... 34
Gedeeld leiderschap | distributed leadership | teacher leadership............................................................ 35
Instructioneel leiderschap | instructional leadership .................................................................................. 35
Randvoorwaarden voor duurzame schoolontwikkeling ................................................................................... 35
Samenwerking .................................................................................................................................................. 36
Collectief leren ............................................................................................................................................. 37
Sociale netwerkanalyse van schoolteams (onderzoek(-sresultaten)) ............................................................... 37
Samenwerking om inclusie mogelijk te maken............................................................................................ 38
Collectief leren (vervolg) .............................................................................................................................. 39
Werkbaar werk ................................................................................................................................................. 39
College 6: Samenwerking met leerlingen, ouders en externe partners .......................................................... 41
Leerlingen/ouders en inclusief onderwijs......................................................................................................... 41
Samenwerking met ouders is noodzakelijk.................................................................................................. 41
Samenwerking met ouders is een meerwaarde .......................................................................................... 41
Samenwerking met ouders is niet eenvoudig.............................................................................................. 41
Samenwerking met ouders in een verbindende samenwerking ................................................................. 42
Verbindend samenwerken vanuit raamwerk interprofessioneel samenwerken ............................................... 43
Verschillende soorten externe partners ............................................................................................................ 44
Visie waaruit inclusief onderwijs vormgegeven wordt ..................................................................................... 44
Inclusief onderwijs = sociale benadering ..................................................................................................... 45
Drie vormen van samenwerking met externe partners .................................................................................... 45
Instrumentele en incidentele samenwerking .............................................................................................. 45
Afstemming en coördinatie ......................................................................................................................... 46
Collaboratie en integratie ............................................................................................................................ 46
Bevorderende factoren voor samenwerking..................................................................................................... 46
Onderwijs voor leerlingen met ernstige meervoudige beperking (maar ook GES+) ......................................... 47
Geïntegreerde zorg- en onderwijsplannen .................................................................................................. 47
College 7: Attitudes en competenties van de inclusieve leerkracht ............................................................... 48
Positieve attitudes als fundament voor inclusief onderwijs.............................................................................. 48
Belang van positieve attitudes ..................................................................................................................... 48
Drie- componententheorie van Triandis (1971) ................................................................................................ 48
Attitudes van leerkrachten t.a.v. inclusief onderwijs .................................................................................. 49
Theory of Planned Behavior (TPB, Ajzen, 1991) ................................................................................................ 49
Factoren die attitudes beïnvloeden .................................................................................................................. 50
Competenties van de inclusieve leraar ............................................................................................................. 50
Onvoldoende competenties? ...................................................................................................................... 50
Competentieprofiel van de inclusieve leraar ............................................................................................... 51
Inschatten eigen competenties ................................................................................................................... 52
Instrument doelmatigheidsbeleving (bij leerkrachten) ............................................................................... 52
Eigen competenties als inclusieve leraar in kaart brengen.......................................................................... 53
Hoe inclusieve competentie(gevoelen)s verhogen? .................................................................................... 53
College 8: Ondersteuning organiseren op schoolniveau ................................................................................ 54
Universal Design for Learning ........................................................................................................................... 54
2
, Retro-fit vs Universal Design ........................................................................................................................ 54
Neurologisch onderzoek (Rose, Meyer & Hitchcock, 2005) .............................................................................. 54
Van neurologie tot UDL-principes................................................................................................................ 54
UDL: samenvattend ..................................................................................................................................... 57
UDL: evidence? ............................................................................................................................................ 57
Een continuüm van ondersteuning ................................................................................................................... 58
Zorgcontinuüm ............................................................................................................................................ 58
Zorgcontinuüm ............................................................................................................................................ 59
College 9: Adaptief lesgeven aan alle leerlingen ............................................................................................ 62
Illustratie > metareview .................................................................................................................................... 62
Samenwerking/co-teaching .............................................................................................................................. 62
Samenwerking (met collega’s of professionals): ......................................................................................... 62
Teaching assistants ...................................................................................................................................... 63
Co-teaching .................................................................................................................................................. 63
Wat is co-teaching niet? .............................................................................................................................. 64
Vormen van co-teaching ................................................................................................................................... 64
1: One teach – one observe ......................................................................................................................... 64
2: One teach – one support ......................................................................................................................... 65
3: Station teaching ....................................................................................................................................... 65
4: Parallel teaching ...................................................................................................................................... 65
5: Alternative teaching................................................................................................................................. 66
6: Team teaching ......................................................................................................................................... 66
Keuze ........................................................................................................................................................... 67
Aanbevolen frequentie ................................................................................................................................ 67
Effectiviteit........................................................................................................................................................ 68
Voorwaarden & valkuilen voor co-teaching ..................................................................................................... 68
Binnenklasdifferentiatie.................................................................................................................................... 68
Diversiteit (Coubergs et al., 2015) ............................................................................................................... 69
Doel = maximaal leren faciliteren ................................................................................................................ 69
BKD (binnneklasdifferentiatie) = basisfilosofie ............................................................................................ 69
Redelijke aanpassingen (RA)............................................................................................................................. 72
Aanpassingen aan de school- en klasomgeving: .......................................................................................... 73
Aanpassingen in wat de leerkracht doet in de klas: .................................................................................... 74
Aanpassingen naar de leerling toe: ............................................................................................................. 74
College 10: Relaties leraren en leerlingen...................................................................................................... 75
Relaties tussen leraren en leerlingen ................................................................................................................ 75
Theoretische kaders .......................................................................................................................................... 75
1: Motivationele benadering – zelfdeterminatietheorie ............................................................................. 75
2: Gehechtheidsbenadering......................................................................................................................... 75
Relaties met leerlingen met specifieke onderwijsbehoeften ............................................................................ 76
Bouwen aan goede leerkracht-leerling relaties ................................................................................................ 76
Sociale participatie ........................................................................................................................................... 76
Sociale participatie van leerlingen met specifieke onderwijsbehoeften ..................................................... 77
Sociale participatie in kaart .............................................................................................................................. 77
Attitude van klasgenoten ............................................................................................................................. 77
Attitude en sociale participatie verbeteren ...................................................................................................... 77
Planning komende lessen: ................................................................................................................................ 78
3
MET SPECIFIEKE NODEN
Melissa Amandels
AJ 2021-2022
,Inhoudsopgave
Inleiding.......................................................................................................................................................... 5
College 1 en 2: 14/02 ...................................................................................................................................... 6
M-decreet ........................................................................................................................................................... 7
6 krachtlijnen van het M-decreet: ................................................................................................................. 7
Onderliggende kaders: ................................................................................................................................. 13
Enkele cijfers ..................................................................................................................................................... 14
College 3: Evaluatie m-decreet en ondersteuningsmodel (weblecture 28/03) ............................................... 17
Recente ontwikkelingen in beleid rond onderwijs aan kinderen met specifieke noden .................................... 17
M-decreet: 2015 ............................................................................................................................................... 17
Ondersteuningsmodel in 2017 .......................................................................................................................... 17
Eerste nota Begeleidingsdecreet (25/10/2019): .......................................................................................... 18
Conceptnota leersteundecreet (25/06/2021) ............................................................................................. 18
Afschaffing m-decreet ...................................................................................................................................... 18
Adviezen ........................................................................................................................................................... 19
Speerpunten Leersteundecreet ......................................................................................................................... 19
Leersteundecreet ......................................................................................................................................... 19
Gewoon Onderwijs ...................................................................................................................................... 19
Leersteun ..................................................................................................................................................... 20
Buitengewoon onderwijs ............................................................................................................................. 20
6 krachtlijnen van het M-decreet:..................................................................................................................... 20
Meer inclusie & Modernisering ................................................................................................................... 21
Mindshift ..................................................................................................................................................... 21
Meesterschap & Medezeggenschap............................................................................................................ 22
Middelen voor meesterschap ...................................................................................................................... 23
Evaluatie ondersteuningsmodel ....................................................................................................................... 23
College 4: Internationaal & andere vormen van onderwijs (weblecture – les 7/03) ....................................... 25
Deel 1: Inclusief onderwijs in Europa ................................................................................................................ 25
European strategies ..................................................................................................................................... 25
Inclusive education? .................................................................................................................................... 25
Inclusive education? .................................................................................................................................... 27
Special educational needs?.......................................................................................................................... 27
Illustratie ...................................................................................................................................................... 27
Deel 2: TOAH, SIO, POAH, vrijstelling................................................................................................................ 27
Maatregelen binnen zorgbeleid van een school .......................................................................................... 29
Type 5 onderwijs .......................................................................................................................................... 29
DMOB of onderwijs in Diensten Met OnderwijsBehoefte (K-diensten) ...................................................... 29
Tijdelijk Onderwijs Aan Huis (TOAH) ............................................................................................................ 30
Synchroon internetonderwijs (SIO) ............................................................................................................. 31
Vrijwilligersorganisaties ............................................................................................................................... 31
Leerlingen met zeer ernstige beperkingen, ziekte of extreme gedrags- en emotionele problemen .......... 31
Permanent Onderwijs Aan Huis (POAH) ...................................................................................................... 32
Huisonderwijs .............................................................................................................................................. 32
College 5: Belang van schoolcultuur, visie, leiderschap en schoolbeleid ........................................................ 33
Duurzaam onderwijs ......................................................................................................................................... 33
1
, Duurzame schoolontwikkeling ..................................................................................................................... 33
Leiderschap ....................................................................................................................................................... 34
Transformationeel leiderschap | transformative leadership....................................................................... 34
Gedeeld leiderschap | distributed leadership | teacher leadership............................................................ 35
Instructioneel leiderschap | instructional leadership .................................................................................. 35
Randvoorwaarden voor duurzame schoolontwikkeling ................................................................................... 35
Samenwerking .................................................................................................................................................. 36
Collectief leren ............................................................................................................................................. 37
Sociale netwerkanalyse van schoolteams (onderzoek(-sresultaten)) ............................................................... 37
Samenwerking om inclusie mogelijk te maken............................................................................................ 38
Collectief leren (vervolg) .............................................................................................................................. 39
Werkbaar werk ................................................................................................................................................. 39
College 6: Samenwerking met leerlingen, ouders en externe partners .......................................................... 41
Leerlingen/ouders en inclusief onderwijs......................................................................................................... 41
Samenwerking met ouders is noodzakelijk.................................................................................................. 41
Samenwerking met ouders is een meerwaarde .......................................................................................... 41
Samenwerking met ouders is niet eenvoudig.............................................................................................. 41
Samenwerking met ouders in een verbindende samenwerking ................................................................. 42
Verbindend samenwerken vanuit raamwerk interprofessioneel samenwerken ............................................... 43
Verschillende soorten externe partners ............................................................................................................ 44
Visie waaruit inclusief onderwijs vormgegeven wordt ..................................................................................... 44
Inclusief onderwijs = sociale benadering ..................................................................................................... 45
Drie vormen van samenwerking met externe partners .................................................................................... 45
Instrumentele en incidentele samenwerking .............................................................................................. 45
Afstemming en coördinatie ......................................................................................................................... 46
Collaboratie en integratie ............................................................................................................................ 46
Bevorderende factoren voor samenwerking..................................................................................................... 46
Onderwijs voor leerlingen met ernstige meervoudige beperking (maar ook GES+) ......................................... 47
Geïntegreerde zorg- en onderwijsplannen .................................................................................................. 47
College 7: Attitudes en competenties van de inclusieve leerkracht ............................................................... 48
Positieve attitudes als fundament voor inclusief onderwijs.............................................................................. 48
Belang van positieve attitudes ..................................................................................................................... 48
Drie- componententheorie van Triandis (1971) ................................................................................................ 48
Attitudes van leerkrachten t.a.v. inclusief onderwijs .................................................................................. 49
Theory of Planned Behavior (TPB, Ajzen, 1991) ................................................................................................ 49
Factoren die attitudes beïnvloeden .................................................................................................................. 50
Competenties van de inclusieve leraar ............................................................................................................. 50
Onvoldoende competenties? ...................................................................................................................... 50
Competentieprofiel van de inclusieve leraar ............................................................................................... 51
Inschatten eigen competenties ................................................................................................................... 52
Instrument doelmatigheidsbeleving (bij leerkrachten) ............................................................................... 52
Eigen competenties als inclusieve leraar in kaart brengen.......................................................................... 53
Hoe inclusieve competentie(gevoelen)s verhogen? .................................................................................... 53
College 8: Ondersteuning organiseren op schoolniveau ................................................................................ 54
Universal Design for Learning ........................................................................................................................... 54
2
, Retro-fit vs Universal Design ........................................................................................................................ 54
Neurologisch onderzoek (Rose, Meyer & Hitchcock, 2005) .............................................................................. 54
Van neurologie tot UDL-principes................................................................................................................ 54
UDL: samenvattend ..................................................................................................................................... 57
UDL: evidence? ............................................................................................................................................ 57
Een continuüm van ondersteuning ................................................................................................................... 58
Zorgcontinuüm ............................................................................................................................................ 58
Zorgcontinuüm ............................................................................................................................................ 59
College 9: Adaptief lesgeven aan alle leerlingen ............................................................................................ 62
Illustratie > metareview .................................................................................................................................... 62
Samenwerking/co-teaching .............................................................................................................................. 62
Samenwerking (met collega’s of professionals): ......................................................................................... 62
Teaching assistants ...................................................................................................................................... 63
Co-teaching .................................................................................................................................................. 63
Wat is co-teaching niet? .............................................................................................................................. 64
Vormen van co-teaching ................................................................................................................................... 64
1: One teach – one observe ......................................................................................................................... 64
2: One teach – one support ......................................................................................................................... 65
3: Station teaching ....................................................................................................................................... 65
4: Parallel teaching ...................................................................................................................................... 65
5: Alternative teaching................................................................................................................................. 66
6: Team teaching ......................................................................................................................................... 66
Keuze ........................................................................................................................................................... 67
Aanbevolen frequentie ................................................................................................................................ 67
Effectiviteit........................................................................................................................................................ 68
Voorwaarden & valkuilen voor co-teaching ..................................................................................................... 68
Binnenklasdifferentiatie.................................................................................................................................... 68
Diversiteit (Coubergs et al., 2015) ............................................................................................................... 69
Doel = maximaal leren faciliteren ................................................................................................................ 69
BKD (binnneklasdifferentiatie) = basisfilosofie ............................................................................................ 69
Redelijke aanpassingen (RA)............................................................................................................................. 72
Aanpassingen aan de school- en klasomgeving: .......................................................................................... 73
Aanpassingen in wat de leerkracht doet in de klas: .................................................................................... 74
Aanpassingen naar de leerling toe: ............................................................................................................. 74
College 10: Relaties leraren en leerlingen...................................................................................................... 75
Relaties tussen leraren en leerlingen ................................................................................................................ 75
Theoretische kaders .......................................................................................................................................... 75
1: Motivationele benadering – zelfdeterminatietheorie ............................................................................. 75
2: Gehechtheidsbenadering......................................................................................................................... 75
Relaties met leerlingen met specifieke onderwijsbehoeften ............................................................................ 76
Bouwen aan goede leerkracht-leerling relaties ................................................................................................ 76
Sociale participatie ........................................................................................................................................... 76
Sociale participatie van leerlingen met specifieke onderwijsbehoeften ..................................................... 77
Sociale participatie in kaart .............................................................................................................................. 77
Attitude van klasgenoten ............................................................................................................................. 77
Attitude en sociale participatie verbeteren ...................................................................................................... 77
Planning komende lessen: ................................................................................................................................ 78
3
