Studiedag Remediaal 25 maart 2011 Sui Lin Goei (s.l.goei@vu.nl) 1
Dyscalculie - een nieuw verschijnsel? Rekenexperimentje (TTR en ABC-toets) Ernstige reken/wiskundeproblemen en dyscalculie: zomaar twee leerlingen Oorzaken (ernstige) rekenwiskundeleerproblemen in VO Onderkennen en signaleren Dyscalculieprotocol en dyscalculiepaspoort Handelingssuggesties: compenseren en dispenseren 2
On tw ik k e lin g e n Wa a ro m zo v e e l a a n d a c h t v o o r re k e n e n? In s p e c tie ra p p o rt Aa n s lu itin g v o o rtg e ze t o n d e rw ijs o p h e t b a s is o n d e rw ijs (2 0 0 7 ): s c h o le n v o o r v o zijn o n te v re d e n o v e r d e o n h e ld e rh e id o v e r h e t n iv e a u v a n h e t b a s is o n d e rw ijs. Er is b e h o e fte a a n n o rm e rin g v a n h e t e in d n iv e a u.. PPON (2 0 0 4 ): d e v a a rd ig h e id v a n le e rlin g e n o p h e t g e b ie d v a n b e w e rk in g e n is e r s in d s 1 9 8 7 o v e r d e h e le lin ie s te rk o p a c h te ru itg e g a a n. Da t g e ld t v o o r zo w e l o p te lle n e n a ftre k k e n, a ls v o o r v e rm e n ig v u ld ig e n e n d e le n e n s a m e n g e s te ld e b e w e r k in g e n. 3
Op lo s s in g e n /m a a tre g e le n Do o rg a a n d e re k e n - e n w is k u n d e lijn v a n 4 to t 1 2 to t 1 6 to t 1 8 ja a r. Te re a lis e re n d o o r: Do o rg a a n d e re k e n lijn v a n 4 to t 1 2 (1 8 ) ja a r m e t e in d d o e le n e n tu s s e n d o e le n p e r le e rja a r, m e t in d e b o v e n b o u w PO re fe re n tie n iv e a u s. Uitb re id in g n a a r e n in s a m e n w e rk in g m e t h e t VO (m e t e in d n iv e a u s ). Ve e l a a n d a c h t v o o r m o n ito rin g e n to e ts in g (to e ts k a le n d e rs ). 4
Orientatie Invullen van de TTR Algemene signaleringstoets Automatisering basisvaardigheden Signalen zijn: Weinig sommen, doch foutloos Specifieke fouten (telfouten, cijferomwisseling, omdraaien bij aftrekken met overschrijding, verwisseling tientallen en eenheden, leen- en onthoudfouten, verkeerd produkt, fouten bij sommen met een 0 erin) 5
Ca s u s 1 Me is je 1 4 ja a r, 3 v m b o Re k e n p ro b le m e n o p b a o (v e rd e re in fo rm a tie o n tb r e e k t) Sig n a le rin g /b e g e le id in g o p VO: In s ta p re k e n to e ts o n v o ld o e n d e Re k e n h u lp k la s 1 (n ie t v o ld o e n d e a fg e s lo te n ) In k la s 2 p e rio d e b e g e le id m e t n a tu u rk u n d e In k la s 3 b e g e le id in g Wa s in k la s 1 e n 2 ijv e rig e n b e re id w illig Ho e o p tim a a l b e g e le id e n Mo e t h e t s y s te m a tis c h e r, la n g d u rig e r, in te n s ie v e r? 6
Ca s u s 2 Me is je 1 2 ja a r, g ro e p 8 1 v m b o /k b l Re k e n p ro b le m e n o p b a o In g ro e p 3-5 rt (g e ric h t o p o p te lle n /a ftre k k e n to t 2 0 /1 0 0 m. b. v. Cu is in ia ire - m a te ria a l): n ie t s u c c e s v o l In g ro e p 6-8 ze lfs ta n d ig w e rk e n u it re k e n b o e k je s g ro e p 4-5 Cito e in d to e ts : 0 g o e d Gro e p 8 : d y s c a lc u lie v e rk la rin g (a d v ie s : h u lp m id d e le n /e x tra tijd ) Sig n a le rin g VO Co o rd in a to r o rg a n is e e rt (in o v e rle g m e t o u d e r s ) v o o r d e zo m e rv a k e e n o v e rle g m e t to e k o m s tig e w is k u n d e d o c e n t, m e n to r e n o rth o p e d a g o o g Ho e b e g e le id e n? 7
Oorzaken (ernstige) rekenwiskundeleerproblemen Te lv a a rd ig h e id Ge ta lb e g rip Ke n n is v a n r e k e n h a n d e lin g e n Ve rta le n v a n e e n p ro b le e m in re k e n h a n d e lin g e n Le e s v a a rd ig h e id Alg e m e n e p ro b le e m o p lo s s e n d e v a a rd ig h e d e n Ge h e u g e n c a p a c ite it Ge a u to m a tis e e rd e v o o rk e n n is So c ia a l- e m o tio n e le p ro b le m a tie k i. c. fa a la n g s t 8
In fo rm a tie o v e r d y s c a lc u lie 1. On d e rs c h e id in e rn s t/a a rd re k e n p ro b le m e n 2. jo n g e s to o r n is 3. De fin itie d y s c a lc u lie 4. Pre v a le n tie 9
On d e rs c h e id in e rn s t/a a rd re k e n p ro b le m e n 1. Ac h te rs ta n d e n b ij re k e n e n e n w is k u n d e 2. Le e rp r o b le m e n b ij re k e n e n e n w is k u n d e 3. Sp e c ifie k e le e rs to o r n is (d y s c a lc u lie ) 1 0
jo n g e s to o rn is Dy s c a lc u lie (ja re n 5 0 ) b e te k e n t in fe ite : s p e c ifie k e p ro b le m e n m e t d e a u to m a tic ite it b ij h e t re k e n e n, zo n d e r d a t d a a r e e n a a n w ijs b a a r g e h e u g e n te k o r t a a n te n g r o n d s la g lig t. Ja re n 6 0 e n 7 0 w e rd d it p ro b le e m g e k o p p e ld a a n h e rs e n b e s c h a d ig in g On d e rzo e k s e x p lo s ie s in d s 1 9 9 0 In te rn a tio n a a l o. a. Da v id Ge a ry Sta n is la s De h a e n e : Ne d e rla n d s ta a lg e b ie d o. a. : Ha n s v a n Lu it, Wie d Ru ijs s e n a a rs, Ern e s t v a n Lie s h o u t (NL) An n e m a rie De So e te (B), Pe te r v a n Vu g t (B) He t Klo k h u is s p e c ia l o v e r d y s c a lc u lie (w w w. re k e n s to o rn is. n l) Ge e n c o n c e n s u s ( Dy s c a lc u lie in d is c u s s ie, 2 0 0 6 ) We in ig h a n d v a tte n v o o r b e g e le id in g /b e h a n d e lin g 1 1
De fin itie d y s c a lc u lie 1 Dy s c a lc u lie is e e n s to o rn is d ie g e k e n m e rk t w o rd t d o o r h a rd n e k k ig e p ro b le m e n m e t h e t le re n e n v lo t/a c c u ra a t o p ro e p e n /to e p a s s e n v a n re k e n w is k u n d e k e n n is (fe ite n /a fs p ra k e n ). (w e rk d e fin itie : Va n Lie s h o u t, Va n Lu it & Ru ijs s e n a a rs, 2 0 0 4 ) 1 2
De fin itie d y s c a lc u lie 2 3 1 5. 1 re k e n s to o rn is A. De re k e n k u n d ig e b e g a a fd h e id lig t, g e m e te n m e t e e n in d iv id u e e l a fg e n o m e n g e s ta n d a a rd is e e rd e te s t, a a n zie n lijk o n d e r h e t te v e rw a c h te n n iv e a u d a t h o o rt b ij d e le e ftijd, d e g e m e te n in te llig e n tie e n d e b ij d e le e ftijd p a s s e n d e o p le id in g v a n b e tro k k e n e. B. De s to o rn is v a n c rite riu m A in te rfe re e rt in s ig n ific a n te m a te m e t d e s c h o o lre s u lta te n o f d e d a g e lijk s e b e zig h e d e n w a a rv o o r re k e n e n is v e re is t. C. In d ie n e e n zin tu ig e lijk d e fe c t a a n w e zig is, zijn d e re k e n p ro b le m e n e rn s tig e r d a n d ie w e lk e h ie r g e w o o n lijk b ij h o re n. (DSM- IV, 1 9 9 5 ) 1 3
Pre v a le n tie e n e tio lo g ie 2 to t 3 % (Va n Lie s h o u t, Va n Lu it e n Ru ijs s e n a a rs, 2 0 0 4 ) 5 to t 8 % (Ge a ry & Ho a rd, 2 0 0 5 ) Sto o rn is in d e n e u ra le p ro c e s s e n d ie in s ta a n v o o r re k e n e n (Th ie ry, 2 0 0 3 ) Fa m ilia ir: k a n s 1 0 x g ro te r (Ge a ry, 2 0 0 4 ) Co m o rb id ite it: ADHD, d y s le x ie, As p e rg e r 1 4
En k e le u its p ra k e n o v e r d y s c a lc u lie in d e v a k lite ra tu u r.. Vo o r k in d e re n m e t d y s c a lc u lie is v e rd e r re k e n o n d e rw ijs h o p e lo o s. Op b a s is v a n e e n e n k e l to e ts je k rijg t h e t k in d d it la b e l a l o p g e p la k t. Dy s c a lc u lie k o m t a lle e n v o o r b ij k in d e re n m e t e e n IQ b o v e n d e 1 1 5. Bij h e t d o e n v a n r e k e n o n d e rzo e k h o e f je a lle e n m a a r te k ijk e n n a a r h o e h e t k in d re k e n t. 1 5
Wa t zijn d e b e la n g rijk s te p ro b le e m g e b ie d e n? Pro b le m e n m e t d e k e n n is v a n d e e e n v o u d ig e te lrije n e n m e t p o s itio n e le o rd e n in g (n ie t w e te n d a t d e 1 in 2 1 e e n a n d e re w a a rd e h e e ft d a n d e 1 in 1 8 ). Pro b le m e n m e t h e t h e rk e n n e n v a n r e k e n k u n d ig e s y m b o le n (in g ro te g e ta lle n a ls 1 0 0 0 0 e n in te k e n s a ls %, >, :,. Mo e ite m e t h e t a d e q u a a t o p s te lle n e n g ro e p e re n v a n g e ta lle n b ij b e re k e n in g e n. Ze w o rd e n n ie t c o m p e te n t in h e t v lo t o p lo s s e n e n b lijv e n tra a g in h e t re k e n e n (h e t a u to m a tis e re n is e e n b lijv e n d p ro b le e m ). 1 6
Gro o t p ro b le e m is e n b lijft: a u to m a tis e rin g Vo o r jo n g e k in d e re n m e t d y s c a lc u lie is h e t a l e e n h e le k lu s o m b ijv o o rb e e ld h e t a n tw o o rd o p 7 x 8 a ls g e a u to m a tis e e r d e k e n n is o p te s la a n. We llic h t n e t zo m o e ilijk a ls v o o r o n s h e t a n tw o o r d o p 4 1 x 3 7 is te o n th o u d e n. Ve rs c h il: w ij k e n n e n s tra te g ie e n o m d it s o o rt o p g a v e n m e n ta a l v lo t o p te lo s s e n. Au to m a tis e re n m e m o ris e re n. 1 7
Wa n n e e r is e r s p ra k e v a n d y s c a lc u lie? Dis c r e p a n tie tu s s e n p o te n tie le m o g e lijk h e d e n e n re k e n k e n n is. Aa n h e t e in d v a n h e t b a s is o n d e rw ijs te n m in s te 2 ja a r a c h te rs ta n d. On d a n k s g e ric h te h u lp (RT) w e in ig p ro g re s s ie. Op jo n g e le e ftijd v e e la l a l m o e ite m e t (v o o r b e re id e n d ) re k e n e n. 1 8
Dia g n o s tie k v a n d y s c a lc u lie Do o r w ie Ge s p e c ia lis e e rd e g e d ra g s d e s k u n d ig e (o rth o p e d a g o o g - g e n e ra lis t, K& J- p s y c h o lo o g, GZp s y c h o lo o g ) In h o u d o n d e rzo e k Aa rd e n e rn s t r/w p ro b le e m (n e u ro )p s y c h o lo g is c h o n d e rzo e k n a a r in te llig e n tie, in fo rm a tie v e rw e rk in g, e n e v e n tu e e l g e h e u g e n, a a n d a c h t, e x e c u tie v e fu n c tie s, e m o tio n e le a s p e c te n Ge ric h t o p b e s c h r ijv in g, b e p a lin g e n v e rk la rin g v a n d e s p e c ifie k e re k e n - e n w is k u n d e s to o rn is e n b ie d e n v a n h a n d e lin g s g e ric h t a d v ie s 1 9
Dy s c a lc u lie v e rk la rin g Ko rte b e s c h rijv in g a a r d e n e rn s t s to o rn is e n v a s ts te llin g d y s c a lc u lie Be s c h rijv in g o n d e rw ijs - e n b e g e le id in g s b e h o e fte Sp e c ifie k e b e g e le id in g /b e h a n d e lin g (e x te rn, in d e k la s ) (im )m a te rie le v o o rzie n in g e n Dis p e n s a tie s Fa c ilite ite n e x a m e n : e x tra tijd 2 0
Sig n a le re n v a n e rn s tig e re k e n - e n w is k u n d e p ro b le m e n Ve rza m e l a c tie f g e g e v e n s v a n b a o, v a k d o c e n t, o u d e rs Aa rd e n e rn s t re k e n p ro b le m e n In fo rm a tie o v e r (in )e ffe c tiv ite it v a n g e b o d e n h u lp Sp e c ifie k e o n d e rw ijs b e h o e ft Be s p re e k m e t ll h e t r/w p ro b le e m Aa rd e n e rn s t re k e n p ro b le e m In d iv id u e le h u lp v ra a g Ge za m e n lijk e b e s lis s in g Be h o e fte a a n a a n v u lle n d e d ia g n o s tie k (s c h o o l/e x te rn ) Sta rt b e g e le id in g s c h o o l In s c h a k e le n e x te rn e b e h a n d e la a r v ia o u d e rs 2 1
Brugklasbrede screening rekenen/wiskunde 1. Brugklasbreed signalering automatisering door docenten/mentoren (1e schoolweek) 2. Tussen de 20 en 40% uitval (correctie door docenten/mentoren) (2e schoolweek) 3. Zwakste 20% bredere signaleringstoets (afname door RT-er en/of zorgcoordinator) (3e schoolweek) 4. Helft valt uit en wordt doorverwezen naar orthopedagoog voor nadere analyse (4e schoolweek) 5. 2 leerlingen voor nader onderzoek (5e schoolweek) 6. Rest uitvallers naar reteaching (5e schoolweek 2 2
Organisatorisch continuüm rekenproblemen S ta p Inho ud 1 Kw a lite it in s tru c tie g e d ra g e n k la s s e n m a n a g e m e n t 2 Ju is te u itv o e rin g v a n e ffe c tie v e m e th o d e s v o o r re k e n e n - w is k u n d e 3 Ge b ru ik le e rlin g v o lg s y s te e m v o o r re k e n - w is k u n d e 4 Va s ts te lle n v a n p o te n tië le u itv a lle rs (zw a k s te 2 5 % ). Diffe re n tia tie b ij h e t re k e n - w is k u n d e o n d e rw ijs Aa n p a k b in n e n d e k la s 5 Va s ts te lle n v a n le e rlin g e n m e t e rn s tig e re k e n p r o b le m e n (zw a k s te 1 0 % ) In d iv id u e le in s tru c tie 6 Va s ts te lle n v a n a c h te rs ta n d e n h a rd n e k k ig h e id v a n h e t re k e n p ro b le e m ; v e rm o e d e n v a n d y s c a lc u lie (± 5 % ) 7 Ps y c h o d ia g n o s tis c h o n d e rzo e k n a a r d e e rn s tig e re k e n p ro b le m e n / d y s c a lc u lie 8 Ge s p e c ia lis e e rd e b e h a n d e lin g 9 Co a c h in g v a n d e le e rlin g e n m e t e rn s tig e re k e n p ro b le m e n / d y s c a lc u lie 2 3
Be g e le id in g v a n (e rn s tig e ) r/w - p ro b le m e n (n o g ) g e e n p r o to c o l (ERW& D) (v o o r lo p ig ) ze lf ra a d p le g e n v a n b ro n n e n u it o. a. v a k d id a c tie k e n o rth o d id a c tie k Ru ijs s e n a a rs, v a n Lie s h u it & Va n Lu it: Re k e n p ro b le m e n e n d y s c a lc u lie (2 0 0 4 ) De So e te & Bra a m s : Kin d e re n m e t d y s c a lc u lie (2 0 0 7 ) Va n Vu g t (2 0 0 6 ) On d e rs c h e id Sp e c ifie k e b e g e le id in g d y s c a lc u lie (in d iv id u e e l n iv e a u ) Alg e m e n e b e g e le id in g r/w - p ro b le m e n (s c h o o l-, g ro e p s - e n in d iv id u e e l n iv e a u ) 2 4
Be le id De w e t is n ie t e e n d u id ig a ls h e t g a a t o m re g e lg e v in g b ij d y s c a lc u lie. He t m in is te rie v a n OCW h e e ft in a p ril 2 0 0 4 d e n o titie VO/OK/2 0 0 4 /1 9 0 2 3 u itg e g e v e n : h u lp m id d e le n e n v rijs te llin g e n v o o r le e rlin g e n m e t e e n b e p e rk in g, zo a ls d y s le x ie e n d y s c a lc u lie. De ze n o titie is in ja n u a ri 2 0 0 6 a a n g e v u ld m e t d e n o titie On th e ffin g s m o g e lijk h e d e n e n h u lp m id d e le n v o o r le e rlin g e n m e t e e n b e p e rk in g, zo a ls d y s le x ie e n d y s c a lc u lie. 2 5
De v is ie v a n h e t m in is te rie He t m in is te rie w ijs t e ro p d a t e e n n o titie g e e n o ffic ie e l s tu k is. We l g e e ft h e t m in is te rie a a n d a t zij a ls v u is tre g e l h a n te re n : a lle s w a t d e le e rlin g n o d ig h a d e n o p g ro n d v a n e e n d e s k u n d ig e n v e rk la rin g d o o r d e s c h o o l to e g e s ta a n w e rd o m zijn s c h o o llo o p b a a n te k u n n e n v e rv o lg e n, d ie h u lp m id d e le n e n v r ijs te llin g e n g e ld e n o o k v o o r h e t e x a m e n. 2 6
De d ire c te u r v a n d e s c h o o l h e e ft b e s lis s in g s b e v o e g d h e id He t e in d e x a m e n w o rd t a fg e n o m e n d o o r d e s c h o o l e n d e s c h o o l zo rg t e r v o o r d a t d e k a n d id a a t d a a r to e in s ta a t is, m e t b e h u lp v a n s c h rijfg e re i, p a p ie r, e e n ta fe ltje, v o ld o e n d e v e rlic h tin g, e n zo v o o rt. Artik e l 5 5 v a n h e t Ein d e x a m e n b e s lu it g e e ft d e d ire c te u r d e v o lg e n d e b e v o e g d h e id :. to e s ta a n d a t e e n g e h a n d ic a p te k a n d id a a t (le e s : e e n le e rlin g m e t d y s c a lc u lie ) h e t e x a m e n g e h e e l o f g e d e e lte lijk a fle g t o p e e n w ijze d ie is a a n g e p a s t a a n d e m o g e lijk h e d e n v a n d ie k a n d id a a t. In d a t g e v a l b e p a a lt d e d ire c te u r d e w ijze w a a ro p h e t e x a m e n za l w o rd e n a fg e le g d. De e x a m e n c o n d itie s zijn d u s e e n za a k v a n d e s c h o o l. 2 7
Pro to c o l ERWD La n d e lijk p ro to c o l v o o r in te g ra le a a n p a k e rn s tig e re k e n /w is k u n d e p ro b le m e n e n d y s c a lc u lie (ERWD) v o o r 4 to t 1 8 ja a r. Sin d s k o rt is h e t d e p ro je c tg ro e p d u id e lijk d a t e rn s tig e re k e n /w is k u n d e p ro b le m e n e n d y s c a lc u lie n ie t o n d e r é é n n o e m e r b e g re p e n k u n n e n w o rd e n. De in s te e k is zo g o e d m o g e lijk o n d e rw ijs d o e n v e rzo rg e n to t e n m e t g ro e p 5. d e k in d e re n d ie d a n n o g a a n zie n lijk a c h te rb lijv e n zijn w e llic h t k in d e re n m e t d y s c a lc u lie. 2 8
Dy s c a lc u lie p ro to c o l (H)Erk e n n in g In fo rm a tie Be le id t. a. v. d ia g n o s tis c h e e n b e h a n d e lc y lc u s Fa c ilite r in g ( w w w. m in o c w. n l/v o /2 0 0 5 /h u lp _ e n _ v rijs te llin g _ d y s le x ie. p ) Hu lp m id d e le n Ha n d v a tte n v o o r d o c e n te n Dy s c a lc u lie v e r k la rin g Dy s c a lc u lie p a s p o o rt 2 9