Can you introduce yourself?
I trained as a Orthopedagogue at Utrecht University and discovered my interest in disability care during an internship. Working with children with sensory and motor disabilities (in addition to their intellectual) I found particularly fascinating. I then completed my military service and left for Groningen: there I obtained my PhD at the department of developmental psychology, working on children born prematurely. Yet something in me itched to go back to disability care and I am glad I did. As a professor, I not only teach but also direct a research group. In the Research Master's Behavioural Science, I teach a theme course, Clinical Research. I also supervise theses and am an active lecturer in Pedagogical Sciences.
Why did you choose to study/work in this field? What makes this field so interesting?
When I was about to make a study choice, I had huge doubts between Movement Sciences and Pedagogical Sciences. I talked to all kinds of people in the field, but I still couldn't decide. Then I realised that especially the ‘pedagogical side’ as a movement scientist inspired me: how do you get a group healthy? How do you get them to move? Fortunately, there was an opportunity to study movement science as a minor alongside my studies, so I could satisfy both interests.
What are you currently doing your own research on?
In my position, I am currently mainly involved in indirect research. The PhD students carry out the actual research, they go into the field. However, I do help draw up studies, and in my chair this is about support and communication with multiply disabled children. How can we communicate with these children? We work with people in clinical practice to develop and test diagnostic tools and interventions. This way, we know that our communication with the group of children actually succeeds.
What advice do you have for students making their study choice?
My advice for students looking to make their study choice is simple: get experience in the field! Whether paid or unpaid, any experience in healthcare or research is valuable. It helps you discover whether this field suits you and whether it energises you. Gaining experience not only helps you to better understand what the profession entails, but also to get to know yourself better.
What does your work in practice bring to your academic work, and vice versa?
As a teacher, I certainly benefit from gaining practical experience. As a pedagogue, I come into contact with a huge number of parents, children and colleagues. In my role as a diagnostics teacher and placement supervisor, my experience helped me empathise with students and support them in more practical skills. How do you deal with (difficult) colleagues and clients? I can give students my experiences of working with a human touch. Still, besides my work in practice, I wanted to go to university, that way I could satisfy my broad interest in education.
What is the best part of being a lecturer?
To be honest, I was quite excited about teaching at the beginning of my career. As I became educated, read books myself and was able to pull colleagues up by the sleeve for coaching sessions, my confidence grew. I therefore find the learning process I go through myself a fun side of teaching.
On the other hand, what I love most about being a teacher is that you can affect students. You get to take them along with you in your enthusiasm for your work and about the target group you work with. When researchers or professionals from the field tell their stories, you see the click grow between the students and them. Students recognise and name all the knowledge they have gained. I find that process very special, because I can learn from this too!