Psychopathologie
Inhoudsopgave
Psychopathologie.......................................................................................................................................... 1
Dyslexie - college 1........................................................................................................................................ 4
Wat is dyslexie......................................................................................................................................................4
Symptomen..........................................................................................................................................................5
Signalen in groep 1 en 2.......................................................................................................................................6
Signalen in groep 3...............................................................................................................................................6
Signalen in groep 4-8............................................................................................................................................6
Comorbiditeit........................................................................................................................................................7
Ondersteuningsniveau.........................................................................................................................................8
Lezen en spelling in de praktijk............................................................................................................................9
Behandeling ernstige dyslexie.........................................................................................................................9
Leesbehandeling..............................................................................................................................................9
Spellingbehandeling.........................................................................................................................................9
Tips voor in de klas.............................................................................................................................................10
TOS (taalontwikkelingsstoornis) – college 2.................................................................................................. 11
Definitie van TOS................................................................................................................................................11
Leer & ontwikkelingen........................................................................................................................................11
Fonologie.......................................................................................................................................................11
Semantiek......................................................................................................................................................11
Morfologie en syntaxis..................................................................................................................................11
Pragmatiek.....................................................................................................................................................12
Pragmatiek.....................................................................................................................................................12
Innerlijke taal.................................................................................................................................................12
Mogelijke gevolgen in de klas PO......................................................................................................................12
Aanpak...............................................................................................................................................................13
Toepassen in de klas...........................................................................................................................................13
TOS woordenschat.............................................................................................................................................13
Model woordenschat interventie.......................................................................................................................13
Hoogbegaafdheid......................................................................................................................................... 14
Theorie:..............................................................................................................................................................14
Drie visies...........................................................................................................................................................14
Hoogbegaafdheid in de praktijk.........................................................................................................................15
Doelen plusgroep...............................................................................................................................................15
Leren leren.....................................................................................................................................................15
Leren denken.................................................................................................................................................16
Leren leven....................................................................................................................................................16
,NT2 Leerlingen............................................................................................................................................. 17
Stellingen............................................................................................................................................................17
Grote verschillen.................................................................................................................................................17
Achtergrond.......................................................................................................................................................17
Onderwijs Nederlands als tweede taal (NT2)................................................................................................17
Onderwijs voor leerlingen met NT2..............................................................................................................18
Fasen tweedetaalverwerving.............................................................................................................................18
Praktijk oudere kinderen....................................................................................................................................18
Taalmethodes.....................................................................................................................................................19
Elementen van goed NT2 onderwijs...................................................................................................................19
ODD – Oppositioneel opstandig gedrag........................................................................................................ 20
Diagnostiek algemeen........................................................................................................................................20
Waar houd je rekening mee?.............................................................................................................................20
Leerkracht handelen:..........................................................................................................................................20
ADHD........................................................................................................................................................... 21
Welk gedrag valt op?.........................................................................................................................................21
Soorten ADHD....................................................................................................................................................21
Oorzaak..............................................................................................................................................................21
ADHD en executieve functies.............................................................................................................................21
ADHD in de klas..................................................................................................................................................22
Hechting...................................................................................................................................................... 23
Vormen van hechting:........................................................................................................................................24
Veilig gehecht................................................................................................................................................24
Onveilig – vermijdende hechting...................................................................................................................24
Onveilig – ambivalent hechting.....................................................................................................................24
Gedesorganiseerd gehecht............................................................................................................................24
Risico factoren onveilige hechting onveilige hechting.......................................................................................25
Kind................................................................................................................................................................25
Ouders...........................................................................................................................................................25
Omgeving.......................................................................................................................................................25
Omgaan met hechtingsproblemen in de klas....................................................................................................25
Autismespectrumstoornis............................................................................................................................ 26
Kenmerken ASS...................................................................................................................................................26
Ontwikkelingspotentieel versterken...................................................................................................................26
Auti-communicatie van de leerkracht................................................................................................................26
Schrijven...................................................................................................................................................... 27
Taalontwikkeling......................................................................................................................................... 29
TOS.....................................................................................................................................................................29
DCD.....................................................................................................................................................................29
,
Inhoudsopgave
Psychopathologie.......................................................................................................................................... 1
Dyslexie - college 1........................................................................................................................................ 4
Wat is dyslexie......................................................................................................................................................4
Symptomen..........................................................................................................................................................5
Signalen in groep 1 en 2.......................................................................................................................................6
Signalen in groep 3...............................................................................................................................................6
Signalen in groep 4-8............................................................................................................................................6
Comorbiditeit........................................................................................................................................................7
Ondersteuningsniveau.........................................................................................................................................8
Lezen en spelling in de praktijk............................................................................................................................9
Behandeling ernstige dyslexie.........................................................................................................................9
Leesbehandeling..............................................................................................................................................9
Spellingbehandeling.........................................................................................................................................9
Tips voor in de klas.............................................................................................................................................10
TOS (taalontwikkelingsstoornis) – college 2.................................................................................................. 11
Definitie van TOS................................................................................................................................................11
Leer & ontwikkelingen........................................................................................................................................11
Fonologie.......................................................................................................................................................11
Semantiek......................................................................................................................................................11
Morfologie en syntaxis..................................................................................................................................11
Pragmatiek.....................................................................................................................................................12
Pragmatiek.....................................................................................................................................................12
Innerlijke taal.................................................................................................................................................12
Mogelijke gevolgen in de klas PO......................................................................................................................12
Aanpak...............................................................................................................................................................13
Toepassen in de klas...........................................................................................................................................13
TOS woordenschat.............................................................................................................................................13
Model woordenschat interventie.......................................................................................................................13
Hoogbegaafdheid......................................................................................................................................... 14
Theorie:..............................................................................................................................................................14
Drie visies...........................................................................................................................................................14
Hoogbegaafdheid in de praktijk.........................................................................................................................15
Doelen plusgroep...............................................................................................................................................15
Leren leren.....................................................................................................................................................15
Leren denken.................................................................................................................................................16
Leren leven....................................................................................................................................................16
,NT2 Leerlingen............................................................................................................................................. 17
Stellingen............................................................................................................................................................17
Grote verschillen.................................................................................................................................................17
Achtergrond.......................................................................................................................................................17
Onderwijs Nederlands als tweede taal (NT2)................................................................................................17
Onderwijs voor leerlingen met NT2..............................................................................................................18
Fasen tweedetaalverwerving.............................................................................................................................18
Praktijk oudere kinderen....................................................................................................................................18
Taalmethodes.....................................................................................................................................................19
Elementen van goed NT2 onderwijs...................................................................................................................19
ODD – Oppositioneel opstandig gedrag........................................................................................................ 20
Diagnostiek algemeen........................................................................................................................................20
Waar houd je rekening mee?.............................................................................................................................20
Leerkracht handelen:..........................................................................................................................................20
ADHD........................................................................................................................................................... 21
Welk gedrag valt op?.........................................................................................................................................21
Soorten ADHD....................................................................................................................................................21
Oorzaak..............................................................................................................................................................21
ADHD en executieve functies.............................................................................................................................21
ADHD in de klas..................................................................................................................................................22
Hechting...................................................................................................................................................... 23
Vormen van hechting:........................................................................................................................................24
Veilig gehecht................................................................................................................................................24
Onveilig – vermijdende hechting...................................................................................................................24
Onveilig – ambivalent hechting.....................................................................................................................24
Gedesorganiseerd gehecht............................................................................................................................24
Risico factoren onveilige hechting onveilige hechting.......................................................................................25
Kind................................................................................................................................................................25
Ouders...........................................................................................................................................................25
Omgeving.......................................................................................................................................................25
Omgaan met hechtingsproblemen in de klas....................................................................................................25
Autismespectrumstoornis............................................................................................................................ 26
Kenmerken ASS...................................................................................................................................................26
Ontwikkelingspotentieel versterken...................................................................................................................26
Auti-communicatie van de leerkracht................................................................................................................26
Schrijven...................................................................................................................................................... 27
Taalontwikkeling......................................................................................................................................... 29
TOS.....................................................................................................................................................................29
DCD.....................................................................................................................................................................29
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