Psychological and pedagogical characteristics of a correctional school student. Characteristics of a correctional school student. IV. Features of attention and cognitive activity

(The student’s first and last name are fictitious. This student does not study and did not study at our school. All matches are random)
Characteristic
for a 7th grade student of the branch

Municipal educational institution secondary school No. 3 of Gusev
"Secondary school in the village of Mikhailovo"

Ivanova Victoria Nikolaevna
Ivanova Victoria was born on January 25, 1995 in the city of Kyzyl, Republic of Tyva. Lives in Gusevsky district, Mayskoye village, st. Tsentralnaya, 6. Studied at the branch of Municipal Educational Institution Secondary School No. 3 “Secondary School in the village of Mikhailovo” since September 1, 2009. Arrived from Municipal Educational Institution Secondary School No. 3 in Chernyakhovsk, Kaliningrad Region. During my studies I changed 7 educational institutions. In the 7th grade she was left for repeated training. She had annual unsatisfactory grades in algebra, geometry, history of the Fatherland, and a foreign language.
He is brought up in a single-parent large family by his mother, Svetlana Igorevna Ivanova. Victoria has two younger sisters. Victoria smokes.
Moves quickly from joy to sadness for no apparent reason; there is an inappropriate change in mood.
Victoria, probably due to frequent changes of schools, frequent absences from classes, and insufficient home preparation, has large gaps in knowledge in many subjects. Motivation to study is weak. Attention in class is unstable, often forgets notebooks and pens. As a rule, does not show interest in acquiring new knowledge. Slow and has difficulty concentrating in class. Makes many careless mistakes and does not notice them when checking. Not organized. Doesn't know how to distribute his work over time, wastes time.
Victoria often does not do her homework, is distracted in class, violates discipline, interferes with other students’ work in class, and hides her diary. Does not respond properly to teachers’ comments or responds with rudeness and abuse. Very often misses classes without good reason.
Does not show initiative in social activities. He often refuses to participate in public affairs and tries to avoid any work. Often does not fulfill his self-care responsibilities (school duty, class duty, participation in labor cleanup days) or performs them very carelessly after repeated reminders.
By nature, the girl is reserved, stubborn, and prone to lies. Victoria has poor control over her feelings and easily falls into a state of confusion and depression. Has increased emotional excitability, prone to violent emotional manifestations. He almost always acts rashly and does not control himself carefully enough. Often cannot suppress unwanted emotions, cases of foul language have been observed. Always harsh, uncontrolled both in communication with peers and with elders. In a quarrel, he insults other students, is rude, and uses physical force.
Rejects any criticism. Refuses to admit his obvious mistakes and does nothing to correct them. Violates the school charter. Refuses to comply with teachers' demands. Has a negative influence on classmates.

Although Victoria was a difficult teenager and was registered with the police in Chernyakhovsk, her mother, despite repeated invitations, refused to attend school. Communication with Victoria's mother takes place over the phone. Victoria's mother blames the school for everything and can no longer influence her daughter.

Branch Manager:
Classroom teacher:
date

http://mihailovoschool. ucoz. ru / index / karta _ skhema _ psikhologo _ pedagogicheskoj _ kharakteristiki _ uchenika /0-281

Map - diagram of the psychological and pedagogical characteristics of the student
Section 1. General information about the child
1.1. Personal data.
1. Date and place of birth

2. Home address
3. Information about the parent

1.2. Health information
1. Does he get sick often (often, moderately, rarely);
2. Chronic diseases (what);
3. Features of the functioning of the nervous system:
gets tired quickly; gets tired after prolonged exercise; tireless;
quickly moves from joy to sadness for no apparent reason; inappropriate mood swings;
stable in the manifestation of mood;
excitement prevails;
excitation and inhibition are balanced;
inhibition predominates.
1.3. Academic performance (excellent, good, satisfactory, unsatisfactory)
1.4. Extracurricular activities (systematic)
1. Engagement in socially useful work (what kind)
2. Amateur artistic activities (what kind);
3. Classes in circles, clubs, headquarters, brigades (which ones);
4. Sports (what kind); _
5. Engaging in organizational work (what kind).

Section 2. Manifestation of the child’s personal qualities
2.1. Focus of interests:
1. for educational activities.
2. for work activity.
3. for artistic and aesthetic activities.
4. for achievements in sports and tourism.
5. on relationships between people.
2.2. Attitude to assigned work:
1. Social activity
Actively participates in all public affairs, regardless of his own time.
Takes an active part in public affairs, but tries not to waste his time on it
own time.
He is not active in public life, but carries out assignments.
Rarely takes part in public affairs.
Refuses to participate in public affairs.
2. Hard work
The student always does any work willingly, looks for the work himself and tries to do it well.
As a rule, he willingly takes on work, trying to do it well. Cases of dishonest or poor quality work are rare.
Rarely takes on work willingly.
Most often he tries to avoid any work.
Always avoids doing any task
3. Responsibility
He always completes any task assigned to him well and on time.
In most cases, he performs the work assigned to him well and on time.
Often does not complete the work assigned to him on time (or does it poorly).
He very rarely does the work assigned to him.
He never completes the tasks assigned to him.
4. Initiative
He is the initiator of many things, without seeking to receive any recognition for it.
Quite often he is the initiator of a new business.
He rarely starts a new business on his own.
He almost never starts a new business on his own.
He never initiates any business.
5. Organized
Always correctly distributes his work over time and completes it according to plan.
In most cases, he distributes his work correctly and completes his work on time.
He knows how to distribute correctly and completes his work on time only if he must report for each stage.
More often than not, he does not know how to properly distribute his work over time.
Doesn't know how to distribute his work over time, wastes time.
6. Curiosity
Constantly actively learns something new in different fields of science and culture.
In most cases, he is interested in acquiring new knowledge from different fields of science
and culture.
Rarely strives to learn something new; as a rule, is interested in one limited area of ​​​​knowledge.
As a rule, does not show interest in acquiring new knowledge.
Indifferent to any kind of new knowledge.
7. Accuracy
Always keeps his things in perfect order. Always dressed neatly and smartly - both at the desk and at the blackboard. Takes care of public property and always tries to put it in order.
Keeps his own and those lent to him in proper order (books, notes). Helps to put public property in order (desks, equipment, etc.) rather out of duty.
Does not show much desire to maintain order around him. Sometimes he comes to school unkempt and sloppily dressed. Indifferent to those who damage public property.
Often he does not care about his appearance, the condition of his books, things, does not take care of public property, even spoils it.
Doesn't care at all about keeping his things in proper order, always
untidy, sloppy. On occasion, without hesitation, he damages public property.
2.3. Attitude towards people
8. Collectivism
Always shows concern for people he knows and doesn’t know, and tries to help anyone
provide help and support.
He is inclined to show concern for strangers if this does not interfere with his personal plans and affairs.
He often shows indifference to other people's affairs and concerns if it does not affect him personally.
As a rule, he is indifferent to the concerns of others and does not help them on his own initiative.
Considers it unnecessary to show concern for unfamiliar members of society, lives by the motto
"Mind your own business"
9. Honesty, truthfulness
Always truthful towards your parents, teachers, and comrades. He speaks the truth even then,
when it is “unprofitable” for him.
Almost always truthful in relation to his parents, teachers, and comrades.
Often tells lies for his own benefit.
He almost always tells lies if it benefits him.
Tends to always tell lies.
10. Justice
Actively fights what he considers unfair.
He does not always fight what he considers unfair.
Rarely opposes what he considers unfair.
Doesn't seek justice.
Completely indifferent to manifestations of injustice.
11. Selflessness
In his actions he is always guided by considerations of the benefit of the cause or other people, and not by his own benefit.
Almost always guided by considerations of the benefit of the cause or other people.
Rarely is guided in his actions by considerations of the benefit of the cause, and not by his own benefit.
His actions are often guided by considerations of his own benefit.
His actions are always guided by considerations of his own benefit.
12. Sociability
Always willing to come into contact with people, loves to work and relax with others.
As a rule, he enjoys communicating with people.
Seeks to communicate with a limited circle of people.
Prefers individual forms of work and rest.
Closed, uncommunicative.
13. Feeling of camaraderie
He always helps his comrades in difficult work and in difficult moments of life.
As a rule, he helps his comrades.
Helps his comrades when asked.
He very rarely helps his comrades: if asked, he may refuse to help.
He never helps his comrades at work or in difficult moments of life.
14. Responsiveness
He always sympathizes with others, his comrades often share their concerns with him.
Genuinely sympathizes with others, if not too absorbed in his own affairs.
He is so absorbed in his own feelings that it prevents him from sharing the feelings of other people.
Almost does not know how to sympathize with others.
He does not know how to sympathize with others at all; his comrades do not like to “borrow” from him.
15. Politeness, tactfulness
All his actions and words demonstrate respect for other people.
Almost always shows due respect for other people.
He is often impolite and tactless.
He is often unacceptably harsh, rude, and often starts quarrels.
Always harsh, uncontrolled both in communication with peers* and with elders. In a quarrel, he insults others and is rude.
2.4. Attitude towards yourself
16. Modesty
He never flaunts his merits or merits.
Sometimes, at the request of his comrades, he talks about his actual achievements and merits.
He talks about his merits and achievements.
He often brags about things he hasn’t done yet or about things in which he takes very little part or has little to do with.
He boasts about even minor achievements and exaggerated merits.
17. Self-confidence
Never consults with others, does not seek help even when it should be done.
Completes all tasks without the help of others. Ask for help only if
real necessity.
Sometimes, when performing a difficult task, he asks for help, although he could do it himself.
Often, when completing tasks or assignments, he asks for help and support from others, even if he himself
can handle it.
Constantly, even in simple matters, asks for help and support.
18. Self-criticism
He always listens attentively to fair criticism and is persistent in correcting his own shortcomings.
In most cases, he reacts correctly to fair criticism and listens to good advice.
Sometimes he listens to fair comments and tries to take them into account.
Doesn't take critical comments or advice seriously and doesn't try to correct shortcomings.
Rejects any criticism. Refuses to admit his obvious mistakes and does nothing to correct them.
19. The ability to calculate one’s strengths
He always soberly assesses his own strengths, choosing tasks and tasks “that are within his capabilities” - not too easy and not too difficult.
As a rule, he correctly balances his strength with the difficulty of the task.
Sometimes there are cases when a student poorly balances his strengths and the difficulties of the assigned task.
In most cases, he does not know how to balance his strengths and the difficulties of the case.
Almost never knows how to correctly balance his strengths and the difficulties of a task or task.
20. Striving for success, championship
He always strives to be the first in everything (in studies, sports, etc.), and persistently achieves this.
Strives to be among the first in many areas, but pays special attention to achievements in any one area.
He strives to achieve recognition and success in one thing, especially one that interests him.
Very rarely strives for success in any activity; he is easily content with the position of “middle peasant”.
He never strives to be the first in anything and gets satisfaction from the activity itself.
21. Self-control
Always carefully weighs his words and actions.
Does not always carefully control his words and actions.
For the most part, he acts rashly and counts on “luck.”
He almost always acts rashly and does not control himself carefully enough.
Constantly acts thoughtlessly, counting on “luck.”
2.5. Volitional personality traits
22. Courage
Always enters into a fight, even if the opponent is stronger than himself.
In most cases, he enters into a fight, even if the enemy is stronger than himself.
He cannot always bring himself to fight an opponent stronger than himself.
In most cases, he retreats before force.
He always retreats before force, he is a coward.
23. Determination
Always independently, without hesitation, makes responsible decisions.
In most cases, he makes a responsible decision without hesitation.
Sometimes he hesitates before making a responsible decision.
Rarely decides to make any responsible decision.
Unable to make any responsible decision on his own.
24. Persistence
Always achieves what is planned, even if long efforts are required,
does not back down in the face of difficulties.
As a rule, he tries to accomplish what is planned, even if difficulties are encountered.
Opposite cases are rare.
Completes his plans only if the difficulties of its implementation are insignificant
or require short-term effort.
He very rarely completes his plans, even if he encounters minor difficulties.
When faced with difficulties, he immediately gives up trying to accomplish what he has planned.
25. Self-control
Always knows how to suppress unwanted emotional manifestations.
As a rule, he knows how to cope with his emotions. Cases of the opposite nature are rare.
Sometimes he doesn’t know how to cope with his emotions.
Often cannot suppress unwanted emotions.
Poor control of his feelings, easily falls into a state of confusion, depression, etc.
2.6. The situation of the child in schools
26. Authority in the class
He enjoys unconditional authority among almost all his classmates: he is respected, his opinion is taken into account, and he is trusted with responsible matters.
Enjoys authority among most of his classmates.
Enjoys authority only among some classmates, among some group, only among boys, or among girls, etc.
Doesn't enjoy authority in class.
27. Sympathy
He is the favorite of the class and some shortcomings are forgiven.
In the class, the guys treat him with sympathy.
He is liked only by some of his classmates.
He is liked by some guys.
They don't like him in the class.
28. Authority in extracurricular associations
Is an unconditionally recognized authority in any extracurricular association (sports school, music school, club, yard company, etc.).
Enjoys authority among the majority of children in any extracurricular association (sports school, music school, club, yard company, etc.).
Enjoys authority among individual members of extracurricular associations.
Is a member of any extracurricular association, but does not enjoy authority there
(sports school, club, etc.).
Not a member of any extracurricular association.
Section 3. Features of mental issues and emotionality
29.Attention
Always easily and quickly focuses his attention on the teacher's explanation. He is never distracted in class and does not make careless mistakes in class.
Listens attentively enough to the teacher's explanation, is rarely distracted, and sometimes makes mistakes due to inattention.
Doesn't always listen carefully to the teacher's explanation. Periodically distracted, often makes mistakes due to inattention, but corrects them when checking.
He listens attentively enough only when he is interested. Often distracted. Constantly makes mistakes due to inattention, and does not always correct them when checking.
As a rule, he is slow and has difficulty concentrating his attention on the lesson, and learns little from the teacher’s explanations due to constant distractions. Makes many careless mistakes and does not notice them when checking.
30. Memory
When memorizing, he always understands the structure and meaning of the material. But even material that requires mechanical memorization is easily remembered by him.
When memorizing, he can only remember what he has previously understood and understood. Material that requires rote learning is difficult to learn.
Material that requires rote learning is absorbed very easily; it is enough to watch it 1-2 times.
Has a habit of not understanding the structure and meaning of the material being learned.
When memorizing, he understands the material for a long time. When presenting, he makes mistakes in form, but conveys the meaning accurately.
To memorize the material, he mechanically repeats it many times, without analysis or comprehension, and makes semantic errors.
31.Thinking
He quickly grasps the essence of the material, is always among the first to solve problems, and often offers his own original solutions.
He understands the material quickly enough, solves problems faster than many, and sometimes offers his own original solutions.
understands the material satisfactorily after the teacher’s explanation, solves problems at an average pace,
usually does not offer its own original solutions.
Among the latter, it captures the essence of the teacher’s explanations and is characterized by a slow pace
thinking and solving problems.
He understands the material only after additional lessons, solves problems extremely slowly, and blindly uses known “patterns” when solving problems.

32. EMOTIONAL REACTIVITY
He always reacts emotionally and vividly to any life phenomena; he can feel deeply, to the point of tears.
excite a story, a film.
Usually he reacts emotionally vividly to life events, but it is rare that he can be deeply agitated.
Rarely shows a lively emotional reaction to events.
There is practically no live emotional reaction.
33.General emotional tone
He is constantly animated, very active in all areas of school life, intervenes in everything, takes on all matters.
He is lively and moderately active in all areas of school life.
Lively, active only in some areas of school life.
Compared to his comrades, he is less active and lively.
Almost always lethargic and apathetic in all areas of school life, despite the fact that he is healthy.
34.Emotional balance
He is always calm and does not have strong emotional outbursts.
Usually calm, emotional outbursts are very rare.
Emotionally balanced.
Increased emotional excitability, prone to violent emotional manifestations
Hot-tempered: frequent strong emotional outbursts over minor issues.
Note: the purpose of this map - diagram - is to help the teacher, class teacher, most accurately and clearly imagine the individual characteristics of the student, in order to ultimately identify in each child those positive aspects on which the educational process should be built.
Filling out this map-scheme is mainly based on the principle of “underline what is necessary”, that is, in each of the points containing a scale of possible manifestations of a particular quality, the teacher must select the degree of expression of this quality inherent in the student. It is possible to draw up characteristics according to this scheme by parents or the student himself. In this case, in the template, along the ruler, highlight what you need with colored lines. For example: the student underlines in blue, the parents in green, the teacher in red.

Municipal educational institution
"Secondary school No. 6 of the city of Budennovsk
Budennovsky district"
356800 Budyonnovsk, Stavropol Territory,
microdistrict 7, Mendeleev Avenue
Tel/fax: 8 (86559) 26311
@mail
Email: school

Ru
_6_
bud

Ref. No. _________ from _____________
Characteristic
student 8 c (k) class VIII type of municipal educational institution secondary school No. 6 of the city of Budyonnovsk
Avanesov David Olegovich,
Born on January 3, 2001, living at the address:
Budyonnovsk, st. Artesianskaya, 38.
David has been studying under the individual program since September 1, 2008
homeschooling (load 8 hours per week).
First class was
duplicated The family is incomplete and consists of 2 people. Family atmosphere
friendly, warm. Relationships between family members are trusting,
loved ones. Mom, Natalya Vasilievna, willingly cooperates with the teacher,
actively helps the child in his studies, constantly provides assistance in preparation
homework.
David's performance is extremely low; often experiences in class
drowsiness, complains of headache. Doesn't always understand the requirements
teachers. Attention is unstable and quickly depleted. Memory capacity is not
corresponds to conventionally accepted age standards.
The boy's learning ability is low and he doesn't use enough help.
Can perform a simple task based on a sample, however, transfer of knowledge
difficult. Thinking: visually effective. Has difficulty with
establishing logical connections, generalization. The stock of general ideas is not
appropriate for age. Thinking is not sufficiently formed. At
analysis of objects highlights the general properties of objects, not their
individual characteristics. There is no consistency in his analysis and
systematic: some features are named several times, while others are not
are noticed at all; significant features stand out next to
secondary. A distinctive feature of thinking is non-criticality,
inability to independently evaluate your work. The student often does not
notices his mistakes. Does not understand his failures and is satisfied with himself, his
work. Characterized by decreased activity of thought processes and
weak regulatory role of thinking.
Reading technique is poor. Reading unfamiliar and difficult words
structures - syllabic. Answers questions in monosyllables, with detailed answers.
does not give. Retells with difficulty, with the help of leading questions, by heart

learns texts poorly. Can't cope with tasks of even moderate difficulty
on one's own. Slowly writes from dictation. Test papers
performs with a teacher, constantly needs individual assistance.
In mathematics, he confuses the meaning of arithmetic operations and tables
Doesn't know multiplication by heart. Use it only with the help of a teacher.
Does not have the skills to add and subtract within 10 and does not understand
meaning of multiplication. In order to achieve at least some result,
There should be constant help in the lesson.
The stock of general ideas does not correspond to age.
The teacher uses various types of help to overcome
difficulties found, the most effective was relief and
individualization of tasks (without time restrictions).
Teacher E. N. Sizonova
Director of Municipal Educational Institution Secondary School No. 6 N. P. Okhmat

Graduate characteristics

Student of grade 9b GBOU Yanaul special (correctional) boarding school 1111 type

Belosludtsev Aleksandr Igorevich, born 09/11/1999.

Belosludtsev Alexander entered this school in 111. The family in which the teenager is being raised is young, there is also a younger sister.

He assimilates the program material of the correctional school and studies well. And the stock of knowledge and practical skills is limited to the familiar everyday sphere. The stock is limited to everyday topics. In the Russian language, he completes grammatical tasks independently; dysgraphic errors are observed when writing from dictation. Reading in whole words, meaningfully. The content of what was read is distorted. In mathematics, performs arithmetic operations on specific counting material. Solve problems with the help of the teacher after detailed analysis.

During his technical training classes, he studies in the carpentry workshop. During the period of study, I mastered the necessary minimum of knowledge, skills and abilities in the profile being studied. P can perform operations independently. Alexander tries to carry out practical work carefully.

By nature, Sasha is a kind, sociable young man. Active participant in class life. Maintains an ethical distance in relationships with adults. Relationships with peers are smooth and friendly. Reacts adequately to comments.

He has self-service skills and takes care of his appearance.

School director N.T. Khafizova

Graduate characteristics

Student of grade 9b, GBOU Yanaul special (correctional) boarding school, type 8

Arslanov Ilsur Valerievich, born January 28, 1999.

Arslanov Ilsur entered this school in 2013 in the 8th grade. Ilsur's parents have been deprived of parental rights.

He assimilates the program material of the correctional school in full. Educational motivation is formed. The current stock of knowledge and practical skills corresponds to the knowledge acquired in the program. Cognitive activity is average, active in lessons, easily switches from one type of activity to another. The vocabulary is sufficient. Able to listen, ask complementary and clarifying questions.

In Russian, he writes dictations independently, with minor errors. Completes grammar tasks with partial help from the teacher. Reads correctly, consciously, fluently. Retells the text closely and answers questions about the content of what was read. Easily and quickly learns poems by heart. In mathematics, he counts, compares and writes numbers within 1,000,000 in forward and reverse order, performs oral and written addition and subtraction operations within the specified limit. Knows how to use multiplication tables. Understands the meaning of problems and solves them independently. Has sufficient geometric knowledge (constructing segments, working with geometric shapes).

Through labor training he masters beekeeping. In the process of performing work, the young man tries to perform actions carefully. Assimilates program material, orients himself to the task, and is able to plan work. Interested in the results of work.

Ilsur sings well and plays sports. Participates in class and school-wide activities. He was repeatedly a member of the school’s national team to participate in the Republican Cultural and Sports Festival, the Special Olympics for students of special (correctional) boarding schools of the 8th type, where he took prizes in the team competition.

By nature, Ilsur is a friendly, sociable, open young man. Maintains smooth relationships with classmates, enjoys trust and respect. Maintains an ethical distance in relationships with adults. Reacts adequately to comments.

Self-service skills have been developed. Monitors appearance. He knows how and loves to work. He is socially oriented.

School director N.T. Khafizova

Class teacher I.V. Akhmetgareeva

The material will be useful to defectologists.

Characteristic

student of the 7th grade of the state government educational institution “Special (correctional)

boarding school" Buguruslan, Orenburg region

________________________, ___.____.2003,

residing at the address: Buguruslan, ____________

Alexander entered the educational organization in September 2010, with the diagnosis: “ F -70".

The boy is brought up in a single-parent family.

The child’s physical development is average, the level of development of motor skills, movements are quite coordinated. Motor functions are formed according to age, coordination is not impaired, dexterity of movements is normal. Spatial orientation skills are formed, he is oriented in the basic concepts of time, but it is difficult to establish cause-and-effect relationships between the phenomena of reality . The boy's visual-figurative thinking predominates. There are peculiarities in speech (stuttering).

There is low activity and decreased concentration due to increased fatigue. The memory is intact. Educational and cognitive motivation is sufficiently developed.

I have mastered the educational material on writing and speech development in full. With the help of the teacher, he explains the studied spellings, knows the parts of speech, selects words with the same root, and analyzes simple words according to their composition independently. He is not always active in lessons; he tries to do simple types of work independently. Proficient in all types of writing and makes minor mistakes.

Reads below the norm, with speech therapy errors, can retell what he read using questions. Evaluates the actions of heroes, memorizes poems in full. Alexandra knows how to carry on a conversation.

I have mastered the mathematics teaching material in full. Verbally adds and subtracts round numbers. Multiplies and divides by a single digit number within 100,000, and divides with a remainder. Solves simple problems of finding fractions of a number, solves compound problems of movement without the help of a teacher. Computing skills meet program requirements. Knows how to use drawing tools, name and distinguish geometric shapes.

During the lessons, SBO mastered the material in all sections of the subject. Has an idea of ​​the main types of relationships in the family. Uses public transport and retail establishments. Knows the rules of behavior in society, but does not always follow them.

During his training in carpentry, Alexander showed an average level of training. He is oriented in technical terminology. Works with carpentry tools carefully, follows safety precautions. Applies existing knowledge in practice only with the help of a teacher. Sometimes he is undisciplined in class.

Alexander is sociable and friendly by nature. Not prone to conflicts, good-natured, easily makes contact, has friends. Self-esteem is adequate, tries to comply with accepted rules and norms. Not always able to control his emotions, sometimes whiny.

Possesses self-care skills, but the supervision of a teacher is constantly required, because shows laziness and dishonest attitude towards his duties. Takes care of his appearance. Reacts adequately to comments.

Maintains social distance with adults.

Social adaptation is at an average level.

Director:_________________

Cl. supervisor:__________________

Characteristic

2nd grade students of the state government educational institution "Special (correctional) boarding school" in the city of Buguruslan, Orenburg region

____________________________.____. Born in 2007,

living at the address:

________________________________________

Dilyara entered the boarding school on August 31, 2015 with the diagnosis: “ F -70”, after compensatory kindergarten No. _____. Dilyara is brought up in a complete, wealthy family. The mother is responsible for raising the family. The child's physical development is average. Dilyara has a low level of motor development and her movements are not sufficiently coordinated.
The girl is not focused on cognitive activity and does poorly in her subjects. The level of training is low. Dilyara has mastered the program material satisfactorily. In mathematics, she performs computational operations slowly, with a large number of errors. Names the next and previous number. Knows geometric shapes. I learned to draw segments of a given length. Able to perform addition and subtraction of numbers within 20 without passing, with passing through ten. Finds it difficult to solve simple and compound arithmetic problems independently. Cannot compare single and double digit numbers. I didn’t learn the names of the components when adding and subtracting. Does not understand the mathematical meaning of the expressions “the same,” “more by,” “less by.”

In terms of writing and speech development, Dilyara cannot analyze words based on their sound composition or distinguish between vowel and consonant sounds. Copies syllable by syllable from handwritten and printed text. Writing from dictation requires a lot of repetition and supervision from the teacher. The entries in the notebooks are sloppy.

In terms of reading and speech development, he cannot construct simple sentences on his own; he replaces words. Can repeat individual words, but with speech errors. Dilyar reads whole words, loudly, but distorts the words, does not finish reading the ending. He learns poetry by heart with great difficulty and quickly forgets it. Vocabulary is limited.

Based on the development of speech based on the study of objects and phenomena of the surrounding reality, he knows the names of the seasons, their distinctive features, domestic and wild animals.

During labor training lessons he works independently. Knows how to use scissors, cut along a contour, trace using a stencil.

In her educational activities, Dilyara needs organizing, planning help and approval at all stages of the lesson.

It is very difficult for the girl to concentrate on work; her attention is unstable and quickly dissipates when working with more than two objects. Switching attention depends on interest in the work. Involuntary attention is predominant.

Dilyara’s perception processes proceed slowly. The surface and lack of generalization of perception are noted. The girl correctly perceives objects in their usual position; when the conditions of perception change, this often does not happen. Knows time measures within the program. The perception of space requires further development, the position in space is often determined incorrectly, confuses “left - right”, and is unobservant. Dilyara knows the basic shapes, sizes within the limits of “big - small”, “bigger - smaller”.

Solving mental problems causes significant difficulties for the girl. Reasoning is extremely inconsistent; cause-and-effect relationships between phenomena and events are established only with the help of the teacher. In most cases, a feature of Dilyara’s thinking is passivity. The ability to control and correct one’s actions, following the goal of the task, is practically not formed, i.e., uncritical thinking is noted. The girl's conclusions are primitive. The visual-effective type of mental activity is predominantly developed, and to a lesser extent - visual-figurative, abstract.

The vocabulary is poor, the passive vocabulary is much wider than the active one. During lessons the pace of speech is slow. Dilyara does not know how to carry on a conversation, she cannot ask questions.

The girl treats the teacher with respect and recognizes his authority. Not prone to conflicts, good-natured, ready to help a friend. Self-esteem is adequate, tries to comply with accepted rules and regulations. Able to control her emotions. Possesses self-service skills. Takes care of his appearance. Reacts adequately to comments. Complies with routine regulations. Social adaptation is insufficient.

Director:__________________________

Cl. supervisor:______________________

(approximate version)