Protocol of defectological examination. - Correctional school

Defectological representation of a student with intellectual disabilities

Defectological representation of the student

Full Name:

student

Date of Birth:

03/24/2008 (9 years, 9 months)

School №_3_grade 2 "a"

Emotional response in an examination situation:

makes contact with teachers easily, has a positive attitude towards the examination situation, praise creates a situation of success, orderly behavior, is not critical of the results of his own activities (does not notice his own mistakes, corrects them when pointed out).

Development of gross and fine motor skills:

the development of general motor skills is close to the age norm, the development of fine motor skills is low (he draws, colors carelessly, often goes beyond the outline of the drawing, the pressure is weak).

Learning ability:

Learning Ability:

able to work according to a model, instructions, independently
,
receptivity to help

: accepts the help of a teacher, depending on the type of activity, needs stimulating, organizing, guiding and teaching assistance.

The method of action shown partially transfers to similar tasks.

Features of the organization of activities, the formation of regulatory functions

Accepts the task, cognitive activity is not formed, cognitive interest in the task is maintained with stimulating help in the form of a positive emotional mood, difficulties in work do not cause negative emotions, and overcomes with explanation. Doesn't plan his activities

Work pace:

low, the decrease is associated with the characteristics of the emotional-volitional sphere.

Performance:

insufficient (does not follow the algorithm of tasks, gets tired quickly while working on tasks).

Not critical of the results of his own activities (does not notice his own mistakes, corrects them when pointed out).

General stock of ideas/knowledge:

Knowledge and ideas about oneself and family are below the age norm. He gives his first and last name, knows his age, but doesn’t know his date of birth. He does not give his home address. General ideas about the world around us do not meet age requirements (knows the seasons and their sequence, does not know the names of the months, names the days of the week with help. The concept of “yesterday” is not formed, “today, tomorrow” is understood. Knows the name of the country, but does not have the capital. Animals names, but does not differentiate between wild and domestic, names vegetables and fruits, but does not differentiate, pieces of furniture, vehicles in pictures, recognizes and names.

Formation of spatio-temporal representations:

Orientation skills in space and time are not sufficiently developed, he can determine the right-left hand, in space he cannot independently determine the right-left side, he is partially oriented on a sheet of paper. A graphic image of an object is copied by cells using. Collects cut-out pictures from 4 parts (vertical-horizontal). In the school premises he orients himself independently.

Peculiarities of perception

Visual perception is impaired: the perception of superimposed (3 out of 5), crossed out images is difficult, and does not recognize half-drawn images.

The main colors are distinguished, the difficulty is the difference in shades of colors.

Understanding instructions received by ear:

understands instructions after repeated repetition and explanation.

Features attention:

attention is unstable, distracted by external stimuli, incapable of long-term focus and concentration on work. Distribution difficulties, slow switchability.

Memory Features:

low productivity of memorization, indirect memorization (3 out of 6), upon repeated presentation 4 out of 6. The volume of auditory-verbal memorization is reduced (2 out of 10).

Level of development of mental operations:

Generalization and exclusion are carried out unevenly, according to essential features (only in mild cases). The fourth extra one highlights in the pictures, according to the main features, organizing assistance is needed at the stage of speech generalization of the highlighted features.

The classification was not carried out in full, he takes help, explains his choice with help. When carrying out subject classification, he correctly understands the instructions, is in a hurry, is distracted, organizational help is needed. He has not fully established logical connections between phenomena and objects (simple non-verbal analogies), it is necessary stimulating and guiding help from an adult.

I laid out a series of plot pictures and composed a story using leading questions.

Formation of study skills

Partially assimilates program material in academic subjects at a minimum level.

Mathematics:

Knows basic geometric figures. Mechanical counting within 15, counting backwards is not mastered, does not correlate the number and quantity of objects, does not establish the relationship “more” “less”. Names and writes numbers. Addition and subtraction within 5 are performed using visual material with teaching assistance.

- typical mistakes: inattentive.

Russian language:

- calligraphic writing skill: not sufficiently developed.

Features of speech development:

SNR of moderate severity.

General sound of speech:

the speaking voice is quiet, the pace of speech is slow. Speech is intelligible.

Lexicon:

The active vocabulary is represented by everyday topics.

Connected speech:

not formed enough. A story based on a plot picture is characterized by a violation of the coherence of the presentation; low information content; poverty of lexical and grammatical means of the language; difficulties in the linguistic implementation of the plan.

General characteristics of educational activities

: the actual educational motivation is reduced, the level of independent work is low, the plannedness of activities, self-control, and arbitrariness are disrupted.

Conclusion:

The general stock of ideas and knowledge is below the age norm. Receptive to help, needs stimulating, organizing, directing and teaching assistance, step-by-step adult control. Instructions perceived by ear are understood after repetition and explanation. Low productive memorization. Incapable of long-term concentration and concentration on work. Low level of mental operations.

Insufficient development of educational skills. Own educational motivation is reduced, low level of independent work, inability to exert volition, the regularity of activities, self-control and volition are impaired.

The pace of work is low, efficiency is insufficient.

Directions of correctional work:

Development of arbitrariness of mental activity;
Development of mnestic processes;
Development of grapho-motor functions;
Development of temporal representations;
Development of mathematical concepts;
Development of speech activity;
Development of thinking.
Monitoring in December, passing the CPMPK in order to determine the further educational route (clarification of the AOEP option)

Completion date September

Defectologist_______________________

Defectological presentation on student material on the topic

Defectological representation for a first grade student

(first half of the year)

Full Name_________________________________________________________

Date of Birth_________________________________________________________________

School No. ________________ class ________________________________________________

Emotional response in an examination situation (contact, manifestations of negativism, reaction to failure, praise, the presence of affective reactions)__________________________

______________________________________________________________________________

Development of gross and fine motor skills________________________________________________

______________________________________________________________________________

Understanding of instructions perceived by ear (understands immediately, after repetition, after explanation, does not understand)__________________________________________________________________________

_______________________________________________________________________________

Learning ability:

- receptivity to help (stimulating, organizing, guiding, teaching assistance)_________________________________________________________________________

— ability to transfer to similar tasks ________________________________________________

________________________________________________________________________________

Features of the organization of activities, the formation of regulatory functions (purposeful activity, the presence of an indicative stage, the use of rational methods of action, impulsiveness/inertia of actions, self-control)____

_________________________________________________________________________________

Pace of work (on educational and non-educational material)_____________________________________________

_________________________________________________________________________________

Performance (in individual and frontal classes)______________________________

__________________________________________________________________________________

General awareness and social and everyday orientation________________________________

__________________________________________________________________________________

Formation of spatio-temporal representations___________________________

__________________________________________________________________________________

Peculiarities of perception (visual perception, auditory-motor coordination, stereognosis) ___________________________________________________________________________________

__________________________________________________________________________________

Features of attention______________________________________________________________

__________________________________________________________________________________

Features of memory ________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Features of thinking:

— level of development of visual forms of thinking _________________________________________________

____________________________________________________________________________________

— the formation of the prerequisites for verbal and logical thinking _________________________

Features of constructive activity ______________________________________________

____________________________________________________________________________________

General characteristics of speech development ________________________________________________

Level of readiness for schooling ______________________________________________

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The formation of the prerequisites for educational activity (the ability to organize one’s activity, the degree of interest in the task, the characteristics of cognitive activity, the ability to act according to instructions, work in accordance with a model, the ability to accept and retain a learning task)______________________________________________________________________________

____________________________________________________________________________________

Conclusion _________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________

Planned activities of the specialist_______________________________________________________________

____________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________

Date of examination______________________________________________

Signature of the specialist ______________________________________________

Defectological representation per student

(grades 1–4)

Full Name_________________________________________________________

Date of Birth_________________________________________________________________

School No. ________________ class ________________________________________________

Emotional response in an examination situation (contact, manifestations of negativity, reaction to failure, praise, the presence of affective reactions)______________

______________________________________________________________________________

Development of gross and fine motor skills________________________________________________

______________________________________________________________________________

Understanding of instructions, perceived by ear and read independently (understands immediately, after repetition, after explanation, does not understand)_________________________________