Individual student education case record I
Student: He Ziang
School and Class: Grade One of Huaiyuan Special Education School.
Planned time: 2065438+September 2003? 20 14 1 month
First, the basic situation of students:
1. He Ziang, born on March 29th, 2003, enrolled in 20 12. I was brought up by my grandfather, and my preschool education was not systematic. Mentally retarded, unable to speak clearly, able to eat, undress and dress by himself. Self-care ability is average.
2. Behavioral characteristics: rigid behavior is obvious.
3. Language features: the language is simple and intermittent, with poor transfer ability, poor understanding and expression ability, and sometimes irrelevant answers.
4. Social adaptation characteristics: I like to be close to people, but sometimes I have fear, I don't know the etiquette of normal communication with people, and I often squint at people I don't like or strangers. When you are nervous, are you unconscious? UH huh? Make a sound and play with your fingers to ease it.
Second, the long-term goals:
1. Stereotyped behavior correction: After a semester of correction, we can reduce our dependence on stereotyped behavior and deepen our understanding of the behavior itself, so that students can have a positive understanding and understanding of appropriate behavior and experience the fun of independent behavior.
2. Social adaptation behavior correction: First, reduce the unintentional when nervous? UH huh? The number of sounds. The second is to get rid of the dependence of wrench fingers. The third is to reduce strabismus to strangers and people who don't like it. The fourth is to help build friendship and trust with strangers.
3. Language correction: develop the habit of looking at the speaker while listening and strengthen eye contact.
Third, short-term goals
1. The class teacher uses the daily ideological and moral lessons to educate students on interpersonal communication and civilized behavior, and the life class teacher teaches students how to associate with strangers, so that students can form an objective understanding of strangers and reduce distrust and hostility.
2. Change the positions of routines such as studying, eating and queuing by changing seats at the right time, so that they can adapt to the psychological changes brought about by the change and reduce their psychological dependence on rigid behavior.
3. In class, always pay attention to correction when answering questions in class? UH huh? Sound, wrench finger behavior, reduce the number of sound and wrench finger, and give rewards to strengthen the positive effect.
4. In class and daily communication, we should always pay attention to eye contact between students and interlocutors. Eye contact with a kind smile can help her build confidence.
Fourthly, educational intervention strategies.
1. Create a good atmosphere for intervention. Coordinate with class teachers, teachers and parents to create a relaxed and harmonious language and behavior communication environment for them, thus
Give priority to positive encouragement, supplemented by good intentions, establish a trust relationship, and improve the level and effect of education and rehabilitation.
2. Adjust the intervention strategy in time. Intervention strategies that have obvious psychological stress and negative effects on children should be used with caution and adjusted at any time.
3. Pay attention to the repeatability of behavior correction. Children's behavior is repetitive, especially when they encounter bad psychological experience, they tend to shrink back and be negative, resulting in dependence on past rigid behavior, so we should always pay attention to observation and analysis, correct and affirm in time.
Verb (abbreviation of verb) evaluation method
1. Establish tracking records of behavior correction, social adaptation correction and language correction, and clearly record the times of occurrence, reduction and repetition.
2. Ask teachers, parents and class teachers to make a process evaluation and stage evaluation on their behavior, language and social adaptation.
3. Put forward improvement measures and methods for its personalized education plan for the next semester, and make clear whether the objectives and strategies of the plan are appropriate and targeted.
Individual student education case record II
Personal education program on autism
First, the basic situation of students
Name: Xiaoming
Gender: male
Age: 7 years old
Type of student disability: autism with mental retardation (moderate)
Second, the basic situation of the family
1, Xiao Ming is an only child with excellent family conditions and is taken care of by his grandparents and parents in life.
2. There is no family genetic history.
Third, the existing level of development.
1. Language: I can speak some common words in life, but I can't pronounce them clearly, and I can basically understand simple words in teaching.
2. Cognitive level: Xiao Ming's memory is slow and incomplete, but he can remember the specific things he is interested in. In addition, his concentration time is short and scattered, and he is easily influenced by the outside world.
3, self-care: children will eat by themselves, but there is more waste, children will take off their clothes, but they will not dress themselves. You can wash your hands, but you can't brush your teeth.
4, other aspects: imitation ability is ok, like to listen to others praise, like to play with water, emotional instability.
Fourth, the specific objectives of education and training.
1. Long-term goal: be able to brush your teeth independently and organize things for brushing your teeth.
2. Short-term goals
Understand dental appliances (toothbrush, toothpaste, cups)
Learn to squeeze toothpaste
Brush your teeth with the help of the teacher.
Learn to brush your teeth independently
Brush your teeth independently and organize all kinds of things you use.
Verb (abbreviation of verb) Specific arrangement of education and training activities
Implementation time: 20 12 12 12? 20 12 12 16 February (5 days in total)
Day 1 day
1. The teacher took out a toothbrush, toothpaste and a cup respectively and told Xiao Ming that these are the things we must use to brush our teeth every day. The teacher took out a toothbrush and gave Xiaoming a toothbrush. Tell Xiao Ming? Is this a toothbrush? Let Xiao Ming follow? Is this a toothbrush? Or? Toothbrush? . Tell him that the toothbrush is used to brush your teeth.
The teacher took out toothpaste and pointed it at Xiaoming to tell him. Is this toothpaste? Then let Xiao Ming hold his teeth.
Cream, pointing to toothpaste, said, is this toothpaste? Or? Toothpaste? Toothpaste is squeezed on the toothbrush, which can clean and protect teeth.
The teacher took out the cup (which could not be broken) and let Xiao Ming know about it. The method is as above.
the next day
2. Put the toothbrush, toothpaste and cups in a fixed position where students can easily get them, and teach him to squeeze the toothpaste and put it away.
The teacher demonstrated this action and asked the students to pay attention.
Learn to squeeze toothpaste with the help of the teacher.
Learn to squeeze toothpaste through repeated training.
Maybe the force of squeezing toothpaste is too great in this process, so it is necessary for the teacher to teach him by hand and help him master that force.
Day 3-5
Step 3 brush your teeth
The teacher demonstrates first, then brushes left, then right, and then before. (Xiaoming pays attention to observation)
Let Xiaoming imitate brushing his teeth.
In this process, Xiao Ming may brush his teeth lightly or eat toothpaste, so the teacher should hold Xiao Ming's wrist and help him brush up and down, inside and out when necessary. After he learns to brush his teeth, he can gradually reduce his help and let Xiao Ming brush it repeatedly in front of the mirror.
Take the toothbrush out of your mouth and put it down.
Pick up half a cup or a glass of water.
Take a sip of water, rinse your mouth many times and spit. (with his head down)
Put down the cup and turn on the tap.
Rinse the toothbrush.
Clean the toothbrush, toothpaste and cups, turn off the tap and dry your hands and mouth.
VI. Education and Training Standards
There may be various problems in the implementation of the plan, and there may be various defects in the plan. We can only improve the scheme through continuous practice, hoping to achieve the expected results.
Supplement:
1, the above steps are all demonstrated by the teacher, imitated by the students, given some help by the teacher, and then gradually reduced for the students to complete independently.
2. Pack your things. This step should run through every step. After each training session, put away everything you use.
3. Every time you go to the next training step, you must repeat the last training step, so that every step is connected, and finally the whole process can be connected well.
This plan can be carried out after school nap, and can also be communicated with parents. After returning home, parents can help students practice.
Individual Student Education Case Record III
The mother of the kitten often cries for her children: the kitten is addicted to the game machine, and again and again, the mother drags the kitten back from the game room; Time and again, the kitten couldn't resist the temptation of the game machine and sneaked into the game room. She is so anxious that the kitten's mother has to go to school early every day to pick up the kitten, and then go home to read and do her homework. Weekends are inseparable. Comment: On the surface, children don't play video games. In fact, the children's attention has not really turned around, because the kitten is still half-hearted when learning, and the results are still the same. Objectively speaking, video games are dynamic, innovative and colorful, and easy to attract children's attention. Subjectively speaking, the kitten lacks interest in learning, understanding the purpose of learning and good will, so it is easy for him to leave his attention. When you study, you will be distracted. When you play video games, you can concentrate!
way
1. Attract children with attractive stimuli, that is, divert their attention, such as taking them for a walk in the park, playing football, buying some books that children like, and distracting them from the game machine. Don't force them to learn in a hurry, because children don't like learning themselves, just like you? Press the bull's head Cows still can't drink water
2. Guide children to gradually clarify the purpose and task of learning. At first, you can put forward a small number of learning tasks, and then gradually raise the requirements, and gradually let students learn to put forward their own learning tasks, complete them themselves, and supervise and inspect them themselves.
3. Teach children some ways to control their attention. If the study time is too long, you can listen to soothing music, overlook the green, have a rest and come back to study. In addition, you can post self-warning quotations written by children on your desk, such as? Where there is a will, there is a way. 、? Overcome yourself and challenge yourself? And so on, to enhance self-control.
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