Training | Training Incentives in the Group!

Dates

Saturday, May 30, 2026 from 09:00-16:00 (available until April 25, 2026,
unless fully booked earlier)
Saturday, June 13, 2026 from 09:00-16:00
Saturday, June 27, 2026 from 09:00-16:00
Saturday, September 12, 2026 from 09:00-16:00
Saturday, October 10, 2026 from 09:00-16:00

(Duration 30 hours)

Location

Utrecht

• Including lunch
• Teachers from the field
• Average rating 8.4
• CEDEO/CRKBO recognized

Teachers

1. Robert de Hoog
Robert de Hoog specializes in sensory processing as a physiotherapist. He has extensive expertise in assessing and supporting people with sensory processing disorders.

Robert works independently under the name Prikkelcoach. He frequently consults for the Center for Consultation and Expertise, collaborating with other healthcare professionals to explore new, sensory perspectives on challenging behavior. Robert co-authored the book "Prikkels in de groep!" (Stimuli in the Group!) and has contributed articles to various magazines. For several years now, Robert Hintsa has been a Performance Coach, focusing on a holistic approach based on the Circle of Better Life. This ensures personalized care, aimed at promoting the well-being of clients.

Robert lectures at the RINO Group in Utrecht and at RINO Zuid.

2. Sandra Stultiens-Houben
Sandra Stultiens-Houben is an autism specialist specializing in sensory processing and emotional development. She is a trained teacher and holds a Master's degree in Educational Needs (EN). Sandra works at the Autism Support Center (part of the Eindhoven Special Education Foundation) and, through her company, AutismePrikkels (AutismStimuli ), also works for the CCE (Center for Consultation and Expertise). She is also the author of "Stimuli in de groep!" (Stimuli in the Group! ), a book about the influence of sensory processing in groups and how professionals can create a Sensory-Valuable Environment.

Her expertise lies in translating (scientific) knowledge into practice, providing teachers, parents, and caregivers with concrete tools to better meet the needs of students and clients with autism. Sandra regularly gives training courses and presentations, where she communicates complex topics in a clear and practical way.

Description

Every teacher or support worker is trained in observing behavior in the classroom or group. In this program, you'll truly learn to see differently and act differently too! It requires considerable knowledge and insight from the teacher or group leader to be able to recognize and acknowledge a child's sensory sensitivities (and insensitivities) within the group. This program emphasizes developing the skills to recognize and adapt to sensory profiles.

What once began as the four-day incentive program has now evolved into the five-day incentive program – with room for deepening, broadening, and greater practical application!

Every counselor or teacher is trained to observe behavior in the classroom or group. Sometimes, the cause of conspicuous or disruptive behavior can (also) lie in the way the child processes stimuli. In the group, teachers and group leaders see these children's behavior in all sorts of variations. This unique profile makes every child special. On the one hand, it offers them opportunities, but it can also make children vulnerable in making contact, playing, learning, and feeling safe. You learn to look differently at the child, yourself, your materials and resources, and to look differently at your group. This can offer new opportunities for the entire group. This training is designed for professionals working in education and healthcare: teachers, group counselors, teaching assistants, psychologists, etc. It is a collaboration between Anders Kijken naar Kinderen (Looking Differently at Children) and Prikkels In De Groep (Stimuli in the Group).

Support workers are challenged to provide personalized support to children with special needs within the group setting. Every group includes children with sensory processing difficulties. Support workers observe challenging behavior, but lack knowledge about sensory processing, meaning these problems are not always properly identified and defined. The vulnerabilities of children with SI difficulties require a specific pedagogical, didactic, and organizational approach within the group setting to meet their educational/care needs.

Looking Behind the Behavior

Every teacher and counselor is trained to observe behavior. Sometimes, the cause of conspicuous or disruptive behavior can also lie in the way a child processes stimuli from their learning and/or living environment. Everyone receives information from their senses all day long. Stimuli must first be perceived with the senses. The brain processes all this information to give it meaning, enabling us to understand, connect, adapt, and respond or act. The senses are involved in all activities of daily life. Of course, we mustn't overlook the fact that the senses are also there to experience and enjoy the stimuli around us!

Not all children experience sensory processing so naturally. For example, they might react too sensitively to stimuli and become irritated by them, or they might avoid them. The opposite is also possible: children perceive with a delay, causing them to miss information or not process it in time, preventing them from responding adequately. Other children seek out so much stimulation that their daily functioning is disrupted. Sensory processing problems become apparent in the child's behavior in the classroom or group.

Opportunities and Vulnerabilities

Mapping a child's sensory opportunities and vulnerabilities presents a challenge that can give the teacher or support worker a different perspective on the child's functioning within the group. Every child processes stimuli uniquely. Children show a certain preference for stimuli (they enjoy looking, touching a lot, fiddling and fiddling, or moving a lot and intensely) and they derive pleasure from specific stimuli. As a teacher or group leader, you can utilize this in education. Other children in the group hardly seem to notice stimuli and need a lot of information to take action and respond to what is needed to respond appropriately in daily life. This more intensive stimulation, in turn, has a counterproductive effect on children who may be less able to handle stimuli. Optimally connecting you as a teacher or support worker requires knowledge of the sensory profiles of children in your group and creativity to achieve the best possible coordination without losing sight of the group's interests.

Research Curriculum

• (Re)cognizes and names sensory modulation problems.
• Knows the student's sensory profile and can identify sensory opportunities and vulnerabilities.
• Knows his own sensory profile and can relate it to his own approach.
• Recognizes sensory problems of children individually and can relate these to the functioning of the group.

Knowledge Curriculum

• Know how the senses process information and which structures in the brain play a role in sensory information processing.
• Describes the process of sensory information processing.
• Substantiates his action strategies on the basis of theory.

Treatment and Intervention Curriculum

• Creates a sensory valuable environment in the group.
• Adapts materials and resources to the child with care needs within the group.
• Use sensory information thoughtfully to activate or calm children.
• Organizes the space and program for the group, taking into account the (care or educational) needs of students.

Communication Curriculum

• Explains to parents and colleagues the relationship between sensory processing problems and group behavior.
• Identifies which aspects contribute to the formation of a sensory valuable environment.
• Adapts his own communication style to the child’s sensory needs.

What Do You Learn?

The course combines theory and practice and focuses on:

• Recognizing and analyzing sensory profiles.
• Translating profiles into concrete interventions in the group.
• Seizing opportunities and dealing with vulnerabilities in stimulus processing.
• Developing action strategies that suit the child and group.
• Reflection on one’s own sensory profile as a guide.

Method

The program is supported by a digital learning environment. This gives you 24/7 access to the course schedule, digital literature, and contact with fellow participants and instructors.

Would you like to take this training course with your entire team? You can! This course can be delivered in-company upon request.

Accreditation

SKJ HBO - Re-Reg. Youth Care Worker/Youth and Family Professionals

48 points Formal learning - Course

Certificate

You will receive a certificate if you have attended at least 90% of the training and have successfully completed the course.

Target Audience

• Youth care worker
• Social worker
• Teachers RINO Group
• Social worker
• Teacher/student counselor/remedial teacher
• Activity coordinator
• Professionals working in education and healthcare: teachers, counselors, group leaders, teaching assistants, etc.

Literature

During the training/course you must have the following book:

Hoog, R. de, Stultiens-Houben, S., and Heijden, I. van der (2012)
Prikkels in de groep! Samenwerken aan een sensorisch waardevolle omgeving voor kinderen en jongeren met een verstandelijke beperking. Publisher Maklu. ISBN 9789044129397

The course fees do not include any literature you may need to purchase (approximately €25).

You will be informed of any changes to the literature no later than five weeks before the start date.