Logopedic portal / Speech development / Characteristics of a school graduate of the 8th type. Plan-characteristics of a student of a correctional school. Reading and writing

Characteristics of a school graduate of the 8th type. Plan-characteristics of a student of a correctional school. Reading and writing

05.03.2022

(The name and surname of the student are fictitious. Such a student does not study and did not study at our school. All coincidences are random)
Characteristic
for a 7th grade student of the branch

MOU secondary school No. 3 of the city 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 the Gusevsky district, Maiskoye settlement, st. Tsentralnaya, d. 6. He has been studying at the branch of the secondary school No. 3 "Secondary school in the village of Mikhailovo" since September 1, 2009. Arrived from secondary school № 3, Chernyakhovsk, Kaliningrad region. During my studies, I changed 7 educational institutions. In the 7th grade, she was left for re-education. She had annual unsatisfactory grades in algebra, geometry, the history of the Fatherland, a foreign language.
He is brought up in an incomplete large family by his mother Ivanova Svetlana Igorevna. Victoria has two younger sisters. Victoria smokes.
Moves quickly from joy to sadness for no apparent reason; there is an inappropriate change of mood.
Victoria, probably due to frequent school changes, frequent skipping lessons, insufficient home preparation, has large gaps in knowledge in many subjects. Motivation to study is weak. Attention in the lesson is unstable, often forgets notebooks, pens. As a rule, does not show interest in acquiring new knowledge. Slowly and with difficulty focuses his attention on the lessons. Makes many mistakes due to inattention and does not notice them when checking. Not organized. Does not know how to distribute his work in time, wastes time in vain.
Victoria often does not do her homework, gets distracted in class, violates discipline, interferes with other students' work in class, and hides her diary. He does not respond properly to the comments of teachers or responds with rudeness, swearing. He often skips classes for no good reason.
Does not show initiative in social activities. Often refuses to participate in public affairs, tries to evade any work. Often does not fulfill his self-service duties (school duty, classroom duty, participation in labor subbotniks) or performs very carelessly after repeated reminders.
By nature, the girl is closed, stubborn, prone to lies. Victoria has poor control over her feelings, easily falls into a state of confusion, depression. It has increased emotional excitability, a tendency to violent emotional manifestations. Almost always acts thoughtlessly, insufficiently carefully controls himself. Often unable to suppress unwanted emotions, there have been cases of foul language. Always harsh, unrestrained both in communication with peers and with elders. In a quarrel, insults other students, is rude, uses physical force.
Rejects any criticism. Refuses to admit his obvious mistakes, does nothing to correct them. Violates school rules. Refuses to comply with the demands of teachers. Has a negative impact on classmates.

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

Branch Manager:
Classroom teacher:
the 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. Do you often get sick (often, moderately, rarely);
2. Chronic diseases (what);
3. Features of the functioning of the nervous system:
gets tired quickly; tired after a long load; tireless;
quickly goes from joy to sadness for no apparent reason; inadequate change of mood;
stable in the manifestation of mood;
excitation prevails;
excitation and inhibition are balanced;
inhibition dominates.
1.3. Achievement (excellent, good, fair, unsatisfactory)
1.4. Extracurricular activities (systematic)
1. Classes in socially useful work (what kind)
2. Amateur art classes (what kind);
3. Classes in circles, clubs, headquarters, brigades (which ones);
4. Sports activities (what kind); _
5. Organizational work (what kind).

Section 2. The manifestation of the personal qualities of the child
2.1. Direction of interests:
1. for educational activities.
2. for labor activity.
3. for artistic and aesthetic activities.
4. for achievements in sports, tourism.
5. on relationships between people.
2.2. Attitude towards 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 spend his
own time.
Does not show activity in public life, but carries out instructions.
Rarely takes part in public affairs.
Refuses to participate in public affairs.
2. Diligence
The student always performs any work willingly, looks for work himself and tries to do it well.
As a rule, he willingly takes up the work, trying to do it well. Cases of dishonest or poor-quality performance of work are rare.
Rarely willing to take on the job.
Most often, he tries to evade any work.
Always evades any task
3. Responsibility
He always performs any task entrusted to him well and on time.
In most cases, he performs the work entrusted to him well and on time.
Often does not perform on time (or performs poorly) the work entrusted to him.
Very rarely does the work assigned to him.
He never completes the tasks entrusted to him.
4. Initiative
He is the initiator of many cases, not seeking to receive any recognition for this.
Quite often he is the initiator of a new business.
Rarely does he start a new business.
Almost never starts a new business.
Never initiates any business.
5. Organization
Always correctly distributes his work in time and performs it according to the plan.
In most cases, he correctly distributes and completes his work on time.
He knows how to correctly distribute and performs his work on time, only if it is necessary to report for each of its stages.
Often does not know how to correctly distribute his work in time
Does not know how to distribute his work in time, wastes time in vain.
6. Curiosity
Constantly actively learns something new in different fields of science and culture.
In most cases, interested in obtaining new knowledge from different fields of science
and culture.
Rarely seeks to learn something new; usually interested in one limited area of expertise.
As a rule, does not show interest in acquiring new knowledge.
Indifferent to any kind of new knowledge.
7. Neatness
Always keeps his belongings in perfect order. Always dressed neatly, pulled up - both at the desk and at the blackboard. Protects public property, always tries to put it in order.
Keeps in proper order own and loaned to him things (books, abstracts). Helps to put in order public property (desks, inventory, etc.) rather out of duty.
Does not show much desire to maintain order around him. Sometimes he comes to school untidy, sloppy dressed. Indifferent towards those who damage public property.
Often he does not care about his appearance, the condition of his books, things, does not protect public property, even spoils it.
Doesn't care at all about keeping his belongings in proper order, always
untidy, untidy. On occasion, without hesitation, spoils public property.
2.3. Attitude towards people
8. Collectivism
Always shows concern for acquaintances and strangers, tries to
provide help and support.
He is inclined to take care of strangers, if this does not interfere with his personal plans and affairs.
Often shows indifference to other people's affairs and concerns, if this does not affect him personally.
As a rule, he is indifferent to the concerns of others, does not help them on his own initiative.
Considers it unnecessary to take care of unfamiliar members of society, lives under the motto
"Mind your own business"
9. Honesty, truthfulness
Always truthful in relation to his parents, teachers, comrades. Tells the truth and then
when it doesn't work for him.
Almost always truthful in relation to his parents, teachers, comrades.
He often tells lies for his own benefit.
Almost always tells a lie if it suits him.
I tend to always tell lies.
10. Justice
Actively fights what he considers unfair.
He does not always fight what he considers unfair.
Rarely speaks out against 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 for the benefit of the cause or other people, and not his own benefit.
Almost always guided by considerations for the benefit of the cause or other people.
He is rarely guided in his actions by considerations of the good of the cause, and not by his own benefit.
In actions, he is often guided by considerations of his own benefit.
In actions, he is always guided by considerations of his own benefit.
12. Sociability
Always willingly comes into contact with people, likes to work and relax with others.
As a rule, he enjoys talking with people.
Strives to communicate with a limited circle of people.
Prefers individual forms of work and rest.
Closed, uncommunicative.
13. A sense of camaraderie
He always helps his comrades in difficult work and in difficult moments of life.
As a rule, he helps his comrades.
Helps comrades when asked.
He very rarely helps his comrades: if asked, he can refuse to help.
He never helps his comrades at work, in difficult moments of life.
14. Responsiveness
Always sympathetic to others, comrades often share their worries with him.
Genuinely sympathizes with others, if not too preoccupied with his own affairs.
Absorbed by his own feelings so much 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, tact
All his actions and words testify to respect for other people.
Almost always shows proper respect for other people.
Often impolite and tactless.
Often unacceptably harsh, rude, often starts quarrels.
Always harsh, unrestrained both in communication with peers * and with elders. In a quarrel, insults others, is rude.
2.4. Attitude towards yourself
16. Modesty
He never flaunts his merits and merits.
Sometimes, at the request of his comrades, he talks about his real achievements and merits.
He talks about his strengths and achievements.
Often boasts of things that have not yet been done or that in which he takes very little part, to which he has little to do.
He boasts of even minor achievements, exaggerated virtues.
17. Self-confidence
Never consults with others, does not seek help even when it should be done.
All tasks are performed without the help of others. Ask for help only if
real need.
Sometimes, performing a difficult task, he asks for help, although he could handle it himself.
Often when performing tasks, instructions ask for help, support from others, even if he himself
can handle.
Constantly, even in simple matters, he asks for help and support.
18. Self-criticism
He always listens with attention to fair criticism, persistent in correcting his own shortcomings.
In most cases, he responds correctly to fair criticism, listens to good advice.
Sometimes he listens to fair remarks, tries to take them into account.
Criticism, advice is inattentive, does not try to correct shortcomings.
Rejects any criticism. Refuses to admit his obvious mistakes, does nothing to correct them.
19. Ability to calculate your strength
He always soberly assesses his own strengths, choosing tasks and affairs "on the shoulder" - not too easy and not too difficult.
As a rule, he correctly measures his strength with the difficulty of the task.
Sometimes there are cases when a student poorly measures his strength and the difficulties of the task assigned.
In most cases, he does not know how to measure his strengths and the difficulties of the case.
Almost never knows how to correctly measure his strength and the difficulties of a task or business.
20. Striving for success, superiority
Always and in everything strives to be the first (in studies, sports, etc.), persistently achieves this.
Strives to be among the first in many areas, but pays special attention to achievements in any one area.
Strives in one thing, especially of interest to him, to achieve recognition, success.
Very rarely strives for success in any activity, easily satisfied with the position of the "middle peasant".
Never strives to be the first in anything, gets satisfaction from the activity itself.
21. Self-control
Always carefully weighs his words and deeds.
He does not always carefully control his words and actions.
For the most part, he acts thoughtlessly, counts on “luck”.
Almost always acts thoughtlessly, insufficiently carefully controls himself.
He constantly acts thoughtlessly, counting on “luck”.
2.5. Volitional qualities of individuals
22. Courage
Always joins the fight, even if the opponent is stronger than himself.
In most cases, he enters the fight, even if the enemy is stronger than himself.
He cannot always force himself to fight an opponent stronger than himself.
In most cases, retreats before the force.
Always retreats before force, cowards.
23. Decisiveness
Always independently, without hesitation, makes a responsible decision.
In most cases, he makes a responsible decision without hesitation.
Sometimes hesitates before a responsible decision.
Rarely does one dare to make any responsible decision.
Unable to make any responsible decision on their own.
24. Persistence
Always achieves the intended, even if it takes a long effort,
does not shy away from difficulties.
As a rule, he tries to fulfill the intended, even if there are difficulties in doing so.
Opposite cases are rare.
Brings to the end the plan, only if the difficulties of its implementation are insignificant
or require short-term efforts.
Very rarely completes his plans, even if he encounters minor difficulties.
Faced with difficulties, immediately abandons attempts to fulfill the intended
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 deal with his emotions.
Often unable to suppress unwanted emotions.
He has poor control over his feelings, easily falls into a state of confusion, depression, and so on.
2.6. The situation of the child in school
26. Authority in the classroom
He enjoys unconditional authority among almost all classmates: he is respected, his opinion is taken into account, and responsible affairs are trusted.
Enjoys prestige among the majority of classmates.
He enjoys authority only among some of his classmates, among some group, only among boys, or among girls, etc.
Does not enjoy authority in the classroom.
27. Sympathy
He is the favorite of the class, he is forgiven some shortcomings.
In the class, the guys treat him with sympathy.
Enjoys the sympathy of only a part of classmates.
Enjoys the sympathy of some guys.
The class doesn't like him.
28. Authority in extracurricular associations
Is an unconditionally recognized authority in any out-of-school association (sports school, music school, club, yard company, etc.).
He enjoys authority among the majority of the children of some out-of-school association (sports school, music school, club, yard company, etc.).
Enjoys authority among individual members of out-of-school associations.
Is a member of some extracurricular association, but does not enjoy authority there
(sports school, club, etc.).
Not a member of any out-of-school association.
Section 3. Features of mental processes and emotionality
29. Attention
Always easily and quickly focuses his attention on the explanation of the teacher. He never gets distracted in the lesson, he does not make mistakes due to inattention in the lesson.
He listens attentively enough to the explanation of the teacher, rarely gets distracted, sometimes there are 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, does not always correct them when checking.
As a rule, slowly and with difficulty focuses his attention on the lesson, learns little from the teacher's explanations due to constant distractions. Makes many mistakes due to inattention 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 rote memorization is easy to memorize.
When memorizing, he can remember only what he previously understood, understood. Material that requires rote memorization is given with difficulty.
Material that requires rote memorization is absorbed very easily, it is enough to look at it 1-2 times.
Has a habit of not understanding the structure and meaning of the material being memorized.
When memorizing, he understands the material for a long time. When presenting, he makes errors in form, but he sets out the meaning accurately.
To memorize the material, he repeatedly mechanically repeats it, without parsing and comprehending, makes semantic errors.
31. Thinking
Quickly grasps the essence of the material, always among the first to solve problems, often offers his own original solutions.
He understands the material quite quickly, solves problems faster than many, sometimes offers his own original solutions.
Satisfactorily understands the material after the teacher's explanation, solves problems at an average pace,
usually does not offer its own original solutions.
Among the latter, he captures the essence of the teacher's explanations, is distinguished by a slow pace
thinking and problem solving.
He understands the material only after additional classes, solves problems extremely slowly, blindly uses known “templates” when solving problems.

32. Emotional reactivity
Always emotionally vividly reacts to any life phenomena, it can deeply, to tears
excite story, film.
Usually emotionally vividly reacts to life events, but it is rare that he can be deeply agitated.
Rarely shows a lively emotional reaction to events.
Live emotional reaction is practically absent.
33. General emotional tone
Constantly lively, very active in all areas of school life, interferes in everything, takes on all cases.
Lively, moderately active in all spheres 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, apathetic in all areas of school life, despite the fact that he is healthy.
34. Emotional balance
Always calm, he 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 on minor occasions.
Note: the purpose of this map - the scheme - is to help the teacher, the class teacher, most accurately and clearly imagine the individual characteristics of the student, in order to ultimately identify in each child those positive aspects, based on which the educational process should be built.
Filling in this map-scheme is mainly based on the principle of “underline what is necessary”, that is, in each of the items containing a scale of possible manifestations of a particular quality, the teacher must choose the degree of manifestation of this quality inherent in the student. It is possible to draw up a characteristic according to this scheme by parents or by the student himself. In this case, in the template along the ruler, the desired color lines are emphasized. For example: the student underlines in blue, the parents in green, the teacher in red.

The given characteristics are exemplary. Naturally, each person is individual and it is impossible to develop an absolutely universal template for psychological and pedagogical characteristics.

Psychological and pedagogical characteristics for a 9th grade student of a special (correctional) general education boarding school of the VIII type "Victor K, born in 1992.

Vitya entered school at the age of 9, in 2001. Previously taught in elementary school. They live with their stepfather, who does not work anywhere, the family is low-income, with many children, all adult members of the family smoke, including in the house, with young children.

The physical development of a teenager is average, he suffers from a stomach ulcer, which worsens in autumn and spring, and often suffers from colds. Vitya has a low level of motor development, his movements are not well coordinated.

The teenager is not focused on cognitive activity, he does poorly in subjects. The level of education is low. There are violations of attention, a low level of concentration, distribution. At the lessons he is distracted by external stimuli. Vitya's reading and writing disorders are due to systemic speech disorders. When performing training tasks, he is unable to switch from one type of activity to another, cannot plan his activity, correct an error if it is indicated. It takes time to work out. Victor reads monotonously, syllable by syllable and slowly, skips letters and syllables, reads incorrect endings. Doesn't teach poetry. Due to errors, the read text does not always fully understand, retells independently. Logical thinking is poorly developed, cannot draw elementary conclusions, solve examples of logical orientation. Vocabulary is small.

He makes notes in notebooks carelessly, carelessly, writes with many errors. Poor skill in working with tools. In mathematics, computational operations are performed slowly, with a large number of errors, and do not always understand the meaning of the task. In educational activities, a teenager needs organizing, planning assistance and approval at all stages of the lesson.

Previously, for health reasons, he took labor training in the profile of "service labor", now he is studying in the profile of "plastering and painting", his attitude to this profile is neutral. When mastering technical and technological knowledge, he needs the help of a teacher. He does not orient himself in tasks, needs additional explanations from the teacher, does not own error analysis and self-control, does not perform markup, and makes a report on the work done under the guidance of the teacher. Victor has no skills in working with tools. When performing labor operations, he quickly gets tired, is not capable of strong-willed effort. The teenager does not apply previously learned knowledge in his work. Difficulties are overcome only with the help of a teacher.

Vitya is emotionally unbalanced. In difficult situations, impulsiveness and aggressiveness are possible, which are protective in nature. Active in communication with peers, but relationships are superficial. Prefers play activities, emotionally immature. Not prone to conflicts, good-natured, ready to help a friend. Self-esteem is adequate, tries to comply with accepted rules and norms. Able to control his emotions. Vitya has not developed sanitary and hygienic skills, the teenager is dirty, untidy, does not take care of himself and is indifferent to his appearance. We need constant monitoring of appearance, cleanliness of clothes, hands, hair.

Individual psychological and pedagogical characteristics

Kostya M. 16 years old

Diagnosis. Moderate mental retardation. Cerebral palsy (right-sided hemiparesis). Epileptic syndrome (small seizures). Behavioral disorders: disinhibition, talkativeness, excessive sociability, euphoria, increased affective excitability, fearfulness.

Physical development. Moves independently. There is a violation of posture, gait, coordination of movements. Fine motor skills are not developed enough, but can tie shoelaces, fasten buttons, the presence of obsessive movements: leafing through books, newspapers, persistent pestering people.

Self-service and work skills. Personal hygiene skills are insufficiently formed, brushes his teeth and washes himself, but needs help with taking a bath. The attitude to food is calm, he knows the skills of eating. The motives of the attitude to work are unstable, situational. Possesses the simplest skills of working with paper, fabric, knows how to sew a button, can cut paper, fabric with scissors. The performance is low. There are no physical restrictions for doing housework, but due to the indulgent overprotection of the mother, the range of such duties is limited.

emotional development. With significant emotional lability, a positive background of mood prevails. In situations of frustration, affective reactions and aggression are possible. Anxiety is high, the presence of fears is not revealed. Understanding one's own feelings and the adequacy of their expression are unsatisfactory, facial expressions do not always correspond to the expressed emotions. Understanding the individual emotional states of others is not enough, it differentiates only pronounced emotions, which significantly reduces the adequacy of responses in communication.

Learning and development of speech. He graduated from one class of a special school, was recognized as illiterate, transferred to a psycho-neurological boarding school, lives there on a five-day regimen. On weekends, his parents take him home. The family is complete, except for Kostya, there are no children.

Satisfactorily developed speech. Speech therapy diagnosis: functional dyslalia. The volume of the active dictionary is sharply reduced. Asks ridiculous questions, gives off-topic answers. Tends to repeat the same words. Swearing.

Communication skills. Knows the names of his parents and next of kin. The nature of the relationship with the mother varies from indifferent to negative. In behavior, he seeks to imitate his father, which negatively affects his relationship with his mother (aggressive, prone to violent affective outbursts). Began to show interest in communication in a group of young people (boys and girls). The nature of relations and communication with group members is friendly, does not strive for leadership. Among the significant adults recognizes the authority of the teacher, simple tasks are performed without coercion. There was an interest in joint labor activity (became more active, proactive). Satisfactorily owns the skills of verbal communication (understands addressed speech, is able to express his thoughts and wishes, knows how to start and maintain a conversation). The ability to use non-verbal means in communication is insufficiently formed. Self esteem is high. Awareness of one's own "I" in the present is adequate to gender and age, but in the past and future it does not identify itself.

Characteristic

Full Name

The year of birth

6th grade student

residing at: ________________

From second grade. From September 1, 2012, she continued her studies in a special (correctional) class of type VIII. Lives in a complete family, parents work as employees. The family lives in a comfortable house, the girl has a separate room, a table for preparing for lessons.

During the training, she showed an average level of knowledge, the prevailing grades are “good” and “satisfactory”, although with more independence and composure she could study much better. The girl always goes to school clean and tidy, hygiene skills are formed. There is a desire to learn better, ______ reacts emotionally to successes and failures in educational activities.

She is excellently engaged and passionate about the lessons of the Russian language and reading: she writes competently, likes to memorize poems, read not only the school curriculum, but also additional literature

Responsible for doing homework, there is control from parents. Nastya always does her homework neatly and correctly.

In math/geometry classes, ______ is often inattentive, she can just sit and look at a notebook for several minutes without starting work. Also, in the classroom, he constantly needs leading questions and, without controlling activity, the teacher does not often start or does not move from the first action to the second when solving problems. Difficulties in comparing multi-digit numbers, replacing large measures with smaller measures, subtraction (even within 100), division. Difficulties in solving problems are present at every stage. A depressed mood dominates, the material being explained is assimilated in fragments, independent work is difficult, constant monitoring, systematic reminder and encouragement from an adult is necessary.

Lack of initiative, closed, immersed in her thoughts, may not answer questions from teachers. Violated relationships with adults: in relationships with adults, it is lost, embarrassed crying for no good reasonwhen answering, he speaks in a low voice, lowering his head, does not look into his eyes, stumbles.

Sociometric status in the classroom - preferred, average adaptation in learning activities, average rate of motivation for learning. Has a high level of school anxiety. Attitude towards oneself as a schoolchild is practically formed.

The student takes an active part in the social life of the school and class, in the proposed competitions, the family supports her.

He has a positive attitude towards the assignments of the class teacher and teachers, but they can only be carried out under the supervision of a teacher or parent. In the class team, he does not strive for leadership, communicates with all the guys.

He is engaged in choral singing and drawing.

The date ________

Director ___________

Classroom teacher ___________

Preview:

Characteristic

Full Name

The year of birth

____ class student

residing at: _________________

The name of the child is trained in the name of the school from September 1, 2009 (first class). In the first year of study, he did not cope with the general education program and was left for a second year of study under the program of a special (correctional) school of type VIII protocol No. 6 dated March 18, 2009. During the training, he showed a good level of knowledge in this program. There is a desire to learn better. Child's name emotionally reacts to successes and failures in educational activities.

The formation of educational and cognitive activity is at a sufficient level. The ability to single out the main thing in solving problems, tasks, to make generalizations and conclusions has been formed.When writing, there are substitutions, omissions of unpronounceable consonants, a violation of the mitigation of consonants: now - now, with a song - a song. Good vocabulary, selects antonyms and synonyms, actively works with new vocabulary words, knows how to search for definitions of words in dictionaries.

The skills of spatial orientation are formed, he is oriented in the basic concepts of time.

______ is responsible for doing homework. But homework is often done carelessly. He has a positive attitude towards the instructions of the class teacher and teachers. In the class team, he does not strive for leadership, but communicates with all the guys.

The date: ____________.

Director

Classroom teacher

Preview:

Characteristic

Full Name

The year of birth

Student ___ SC class

residing at: __________________

The name of the child is trained in the name of the school since January 2015 under the program of a special (correctional) class of the VIII type. During the training, she showed an insufficient level of knowledge and skills. The prevailing ratings are "satisfactory". The girl always goes to school clean and tidy, hygiene skills are formed. There is a desire to learn better, ______ reacts emotionally to successes and failures in educational activities. The family where the child grows up is complete, there is an older and younger brother. Parents create conditions for the development of the child. Assist with homework assignments on a regular basis.

The formation of educational and cognitive activity is at an insufficient level: difficulties in the ability to plan one's activities; in the ability to highlight the main thing in solving problems, tasks; make generalizations and conclusions. Difficulties in exercising self-control in learning. The child experiences constant difficulties in learning, does not cope with the educational material, does not keep up with the general pace of the class.

Attention is not stable enough, quickly depleted, low level of concentration, distribution. Answers questions in monosyllables, does not give detailed answers. Can perform a simple task according to the model, however, the transfer of knowledge is much more difficult.

Reads _______ monotonously, syllable by syllable and slowly, skips letters and syllables, reads wrong endings. Poetry teaches, but tells with errors and insufficiently expressive. Due to errors, the read text does not always fully understand, retells only with the help of a teacher and a large number of leading questions. Logical thinking is poorly developed, cannot draw elementary conclusions, solve examples of logical orientation. He makes notes in notebooks carelessly, carelessly, writes with a lot of mistakes (even writing off the number and topic of the lesson from the board). Independently composes a short story based on the picture, but making it out in writing makes a large number of mistakes. Weakly owns the skills of working with tools: compasses, protractor, compass. At geometry lessons, he does not complete tasks on the construction of geometric shapes and gets confused in their names and features. In mathematics, he performs computational operations slowly, with a large number of errors, does not understand the meaning of the task.Difficulties in comparing multi-digit numbers, replacing large measures with smaller measures, subtracting (even within 100), dividing, etc.hidden in the multiplication table.

Responsible for doing homework, there is control from parents. _______ always does homework neatly and correctly.

Sociometric status in the classroom - neglected , average adaptation in learning activities, average rate of motivation for learning. Has a high level of school anxiety. Attitude towards oneself as a schoolchild is practically formed.

There are dramatic mood swings throughout the day.

The date______

Director __________

Class teacher Badaeva A.V.

Preview:

Characteristic

Full Name

date of birth ________ year

residing at: __________________.

Child's name has been studying at this school since 09/01/2013 in a special (correctional) class according to the VIII type program. _______ lives in a complete family. Mother and stepfather work. The mother does not regularly attend parent-teacher meetings, often does not pick up the phone from the class teacher, is not interested in how the child behaves at school, his grades, does not warn the class teacher about the child's absence from school, does not tell the reason.

The boy lives in a private, uncomfortable house, it takes a long time to get from the bus stop through the illuminated area. The child is fully prepared for school. _____ has a separate but walk-through room that does not have a table for doing homework. The child does homework on the kitchen table or in the hall. _______ behaves well at home. According to his mother, he behaves respectfully with adults, participates in housework: he splits firewood, carries water, feeds dogs, takes care of them, and washes dishes and floors. The mother lives in the house together with the minor - Surname, first name, patronymic and stepfather Surname, first name, patronymic. The older brother Ruslan is in jail for committing theft.

During the time of study at school, the prevailing marks are "satisfactory" and "unsatisfactory". He proved himself to be an unscrupulous student.

______ has a low level of concentration, a slow reaction to the proposed tasks and the speed of their implementation. He has a low level of ability to navigate in the conditions of the task, poorly knows the exact analysis of various signs. It is distinguished by the following features: secrecy, isolation, irresponsibility, aggressiveness, rudeness.

At the lessons of vocational training on 09.09.2015. jumped around the desks screaming, did not react to the teacher's remarks, which created a dangerous situation for life and health for himself and his classmates. To the teacher’s request to submit a diary, ______ answers: “that there is no diary, I forgot, it never existed, but what is a diary?”

At the lessons of the Russian language and mathematics, ______ is very difficult, since he cannot remember the material even in the first years of study. Solving problems is virtually impossible, because _______ does not even want to read the problem, but immediately starts screaming that he does not understand anything and does not want to solve anything. Very often he asks to let him go home, as he does not understand anything at all in the lessons and he is bored.

In reading lessons, _____ shows himself on the positive side. The boy is good at memorizing poems and retelling the text. Name , without preparing at home for retelling or questions on the text, is able to prepare in a short time and answer the material with “excellent”.

Back to lessons Name does not act in good faith; does not regularly do homework. There is no parental control over homework. The student sits down at the last desks and keep silent in the classroom. The child is fully assembled for school, there are all the necessary educational supplies. He always comes to class neat and clean.

Behavior at school is defiantly aggressive: shows physical aggression, damages school property, does not keep distance with adults, limits, limits of what is permitted. He responds very rudely to the class teacher and subject teachers. Entries and notes in the diary stick, erase, tear out sheets. He tears out sheets with bad grades from notebooks, starts new notebooks after receiving unsatisfactory grades.

Inadequately attuned to the opposite sex. Often uses physical force on girls who cannot respond. Reacts to remarks very violently and rudely. Does not know how to interact with peers, is rejected in the class, many children are afraid of him. ______ treats the affairs of the class and school irresponsibly, carries out assignments only under strict control, constantly runs away from duty, from cleaning the territory. Although, it was noticed that if ______ is isolated from the rest of the class during the cleaning of the territory, then it is cleaned very efficiently and calmly. But as soon as he is with the whole team, he immediately begins to push the children (more often girls) with a rake, calling names.

From the first days of schooling, ______ began to miss classes without a good reason, to run away from classes. As a result of conversations with parents, it turned out that they consider his behavior normal.

Absence from school without a valid reason (vagrancy):

2013-2014 academic year - 61 lessons;
2014-2015 academic year - 121 lessons;
2015-2016 academic year - for the first quarter - 83 lessons;

This work presents 14 Approximate Characteristics for Primary School Students . They were written for presentation on demand: police, social security, doctors, guardianship, court.

If you need a psychological and pedagogical description of a student, then you can see an example of writing.

Characteristic student 3 "B" class, living at:

In secondary school No. __, ________ has been studying since the age of 7 (09/01/2008) under the program 1-4 of the teaching materials "School of Russia".

The boy is brought up in an incomplete family, which consists of 4 people (mother, 2 children and grandmother) living in the same apartment.

The physical development and state of health of _____ corresponds to the age and norm, there are no serious diseases, it is well developed, rarely gets sick. The mother constantly monitors the school performance and behavior of the child, and also cooperates with the teacher and provides all possible assistance. Every Saturday, _______ comes to the school to talk to the teacher, and often calls for urgent matters.

During his studies, _____ showed himself to be a very active, open, sociable child. He easily gets in touch with peers, teachers. Adults are respectful and listen. Follows all instructions of the teacher. The boy is neat, school supplies are in good condition, but work in notebooks is sloppy due to inattention. He tries to keep not only his belongings in order, but also school property. The reaction to the teacher's comments is positive, he tries to correct mistakes, feels guilty. However, Vlad is easily influenced by the surrounding classmates. He is friends with everyone in the class, but prefers friendship with __________. They are connected by friendship from kindergarten, as well as "housing next door", so the boys often return from school together and go to each other's houses to play on the computer. Vlad's mother tightly controls their friendship.

The intellectual potential of the student is high. He graduated from the second grade with one "4" in Russian, the rest of the subjects - "5". In the class he is a leader in educational activities, he is equal, respected, hoped for. At the lesson, he always raises his hand, often tries to answer all the questions of the teacher, interrupting others, striving to be the first in everything. Always distributes his work in time and works according to the plan. Shows a strong interest in learning activities. Takes an active part in school life (reads poetry at parties, participates in competitions, contests). The boy participates in all competitions of the school, district, as well as Russia. Repeatedly became the winner in school competitions, in the district, and also became the winner in the Kemerovo region. The mother of ___________ shows interest in the success of the child.

The boy attends school circles - "Magic Tassel", "Musical Theater", and also attends extracurricular activities - athletics, dance, swimming pool.

In the class team, he takes the position of a clear leader, mainly in educational activities.

Characteristic 1st "B" class student living at:

I went to secondary school No. ___ of _______ from the age of 7 (09/01/2008) to the first general education class "B" under the program 1-4 of the teaching staff "School of Russia", where she is currently studying.

The physical development and state of health of the girl corresponds to the age and norm, there are no serious diseases. The family consists of 5 people (mother, grandmother and 2 older brothers) who live in the same apartment. _________ (middle brother) studies in the 8th grade of school No. __ and sometimes brings his sister to school. Mom - ________________ is practically not involved in raising children. She is ill-informed about the interests of the child, her daughter's progress, behavior in and out of school. During the current academic year, at the parent meeting was 1 time.

He tries to arrange his personal life, which is reflected in the child. During the period of living with a roommate (in winter) separately from her family (only Yana lived with her), control over her daughter was carried out poorly: homework in subjects was not completed, she was periodically not ready for lessons, sometimes she missed lessons without explanation (or, for example, said “the down jacket did not have time to dry”), money for food was not given during this period. The mother herself very rarely approaches the teacher.

The rest of the time, the grandmother takes care of the upbringing, as well as supervises the studies of ______ and provides materially (food, entertainment - theater, cinema, New Year's gifts). She is always up to date with the events of the current day. She approaches the teacher. According to ______, her grandmother teaches her a lot (to sew, read, clean). _____ takes an active part in school life (reads poetry at parties) thanks to his grandmother.

There is a dysfunctional emotional atmosphere between the grandmother and mother.

At first glance, the girl is well dressed, well-groomed. During the training, _____ showed herself as an open, sociable child. She easily gets in touch with her peers and teachers. Not afraid of wrong answers, says what he thinks. Adults are respectful and listen. Follows all instructions of the teacher. He loves to be on duty in the class until he leaves everything, sometimes he does work for others. He tries to keep his belongings and school property in order. The reaction to the teacher's remarks is positive, he tries to correct mistakes, feels guilty (lowers his head, is silent).

However, not always a prosperous atmosphere in the family is transferred by the child to the children's team. She is overly mobile, sometimes even aggressive with her peers (she can shout, push, she firmly defends her position).

In the team, she takes the position of "average", they listen to her. Girls play role-playing games with her, color pictures, etc.

The intellectual abilities of the student are average. Favorite lessons are: physical education, art, work, music, the world around.

The general outlook is very small. A small vocabulary and low erudition do not make it possible to correctly express one's thoughts in writing and orally. Memory is developed at a mechanical level, it does not use the methods of intentional memorization, there is no speed and strength of memorization, therefore, after a few days, information is forgotten without intentional repetition.

Thinking is poorly developed. Difficulty distinguishing essential and secondary features of objects. The level of assimilation of general and abstract concepts is very low, he is not able to draw conclusions on his own and find solutions.

Imagination is poorly developed.

_____ shows interest in learning activities, but it quickly disappears, because all mental processes are poorly developed. Often distracted in class. He does his homework with reluctance and with great difficulty (according to his grandmother). It is difficult to memorize addition and subtraction tables, vocabulary words, etc.

However, the girl tries very hard to keep up with the rest of the students. Actively answers the teacher's questions, even if the answers are not always correct.

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Special educational institutions are designed for training with various developmental disabilities. There are eight types of such schools in total. For the education of deaf children, correctional institutions of the 1st type have been created. Special schools of the 2nd type are designed to teach hearing-impaired children with partial hearing loss and varying degrees of speech underdevelopment. Correctional schools of the 3rd and 4th types are organized for training, education, correction of developmental disabilities with disabilities. Such educational institutions accept blind and visually impaired children, children with amblyopia, strabismus, with complex combinations of visual impairments, suffering from eye diseases leading to blindness.

Correctional schools of the 5th type are intended for those with severe speech pathologies, children with severe general underdevelopment of speech, with stuttering. Special educational institutions of the 6th type were created for the education and upbringing of children with any developmental disorders of the musculoskeletal system, with cerebral palsy, deformities of the musculoskeletal system. Special schools of the 7th type are designed for the education and upbringing of children with mental retardation. With preserved opportunities for intellectual development, such children have attention, memory, increased exhaustion, insufficient pace of mental processes, emotional instability, and unformed voluntary regulation of activity. Correctional educational institutions of the 8th type were created for the education and upbringing of children with mental retardation.

Correctional schools of the 8th type

The purpose of creating special educational institutions of the 8th type is the correction of deviations in development, as well as socio-psychological rehabilitation for further integration into society. In such schools, classes are created for children with severe mental retardation, the occupancy of such classes should not be more than 8 people. Pupils of schools of the 8th type have irreversible developmental disorders and will never be able to catch up with their peers, therefore, to a greater extent, training in these educational institutions is aimed at developing their life competence for adaptation in society, which makes it possible to avoid social disasters. In a small amount, they are given academic knowledge, which is directed to maintaining socialization. Children with intellectual disabilities study according to a special program up to the 9th grade. Those of them who can master a working profession are engaged, in the future, in low-skilled labor.

Tip 2: How to determine if a child is in a good class

There is no precise definition of "good class". For some, this is a specialized class with in-depth study of subjects, for others - an individual approach to the child, and for others - strict discipline. Determining the criteria for a good class should be based on your preferences. Although a friendly atmosphere, psychological comfort and gaining deep knowledge are essential features of a good class.

First of all, a good one should be focused on the learning process. At the same time, it is important that children receive deep and solid knowledge in a comfortable environment. To find out if a child is in a good class, you can turn to public opinion. To do this, you should find out the technical equipment, the teaching staff, the performance of the students of the class as a whole, as well as their participation and victories in various olympiads. At the same time, it must be remembered that the regalia of teachers does not always indicate their human qualities, and the victories at the Olympiads of individual students indicate the high educational level of the entire class.

Be sure to ask about the opinion of the students and their parents. After talking with a large number of people, you can learn about the pros and cons in the organization of the educational process, the advantages and disadvantages of teachers.

In many ways, the atmosphere and atmosphere in the classroom depend on the teacher. Therefore, it is necessary to get acquainted with the teachers and the class teacher personally. It is very important what style of education is preached in the family (strict or democratic). A teacher with a similar approach to educational work will make the child feel more comfortable.

It is worth visiting the classroom during the school break and seeing what the children are doing. Perhaps self-government is welcomed in the class, or patronage of high school students over younger students is accepted. All this disciplines and positively affects the child.

The design of the class, the presence of stands, visual aids, and wall newspapers can tell a lot. The cohesion of students is evidenced by class traditions, holding joint events (hiking, honoring birthdays, etc.).

Various educational programs are now being implemented in schools. You should find out which one is taught in the class, where. This can be a developmental training of the Zankov system, the Rostock program, or a regular traditional program. The child should be taught according to the system preferred by the parents.

Tip 3: What speech problems can be avoided before the child enters school

Alas, most parents notice that their child does not pronounce any sounds, only when he is enrolled in first grade. And then the drill begins, daily exercises both with the doctor and at home, if only to have time to “pull up” the child before September.

Firstly, this is a burden on children - in 3 months to master what they had to learn for 5-6 years.

And secondly, such problems could have been avoided if the parents came with the child to a speech therapist at least once a year. Because only a specialist in time will see violations in the development of speech in a baby. This may be dyslalia - a violation of the pronunciation of individual sounds. Phonetic-phonemic disorders - when a child not only pronounces, but also perceives incorrectly the sounds of his native language. And, finally, the general underdevelopment of speech, when pronunciation, perception, grammar, poor vocabulary and coherent speech are violated.

What should a child know?

At 3 years old, the baby has every right to distort sounds, build sentences incorrectly. The main thing is that he understands the speech addressed to him and knows how to convey his thoughts to others. If the child is able to fulfill your simple requests, and you understand him, despite the porridge in your mouth, everything is in order. The help of a specialist is needed by three-year-old silent people and those kids who are not clear about your simplest requirements. At 4 years old, the child should already speak in such a way that not only parents, but also strangers understand him. By the way, for moms and dads, this is a kind of criterion for the “correctness” of the development of their son or daughter. Parents get used to the incorrect speech of their children, and the mother, of course, will be able to "translate" the children's language into an adult. But if a kindergarten teacher or a neighbor asks your child several times, he may need to work with a speech therapist.

At 5 years old, a child may still not pronounce the sound "r". And at the age of 6, before school, the correct pronunciation and use of cases, the ability to speak coherently and competently, is considered the norm.

Very often, children who speak poorly for their age also eat poorly. As a rule, it is a whole problem for them to eat an apple or a carrot, not to mention meat. This is caused by weakness of the jaw muscles, and it, in turn, delays the development of movements of the articulatory apparatus. Therefore, be sure to force your child to chew crackers and whole vegetables and fruits, bread with crusts and lumpy meat.

To develop the muscles of the cheeks and tongue, show your child how to rinse his mouth. You need to teach to inflate your cheeks and hold the air, "roll" it from one cheek to another.

What does it mean to develop fine motor skills. This means that the baby should work with his naughty fingers as much as possible. No matter how tedious it may seem to you, let the baby do up the buttons, lace up the shoes, roll up the sleeves. Moreover, it is better for a child to start training not on his own clothes, but first to “help” dress the dolls and even parents. As children's fingers become more agile, his language will become more understandable not only to his mother. At a toddler age, it is very useful to sculpt. Just do not leave the baby alone with plasticine in order to stop his desire to taste the molded ball in time. Many mothers do not trust their child with scissors. But if you stick your fingers into the rings of scissors along with the children's and cut out some figures, you get an excellent workout for the hand.