INDIVIDUALIZED DEVELOPMENT PLAN - IDP

School: Year of Schooling

Municipal School 'Norma Borges Beluco' 2nd Period/ Early Childhood Education

Student: Naturalidade: Date of Birth:

Cauã Felipe Braz Soares Patos de Minas
26/09/2016
Affiliation:
Cleides da Silva Soares and Patrícia Cristino Braz Soares

Medical report:
Mixed Developmental Disorder (ICD10: F83.0), consisting of secondary diagnoses of intellectual disability (ICD10: F72.0) + ADHD
CID10: F90.0) + Autism spectrum disorder (CID 10: F84.0).
Indicated medication:
Neuleptil 40mg 1% - 12 drops morning and night;
Depakene 250 mg/50ml - 7ml in the morning and at night;
Transdisciplinary assistive technology services: - Physiotherapy ( - Occupational therapy ( X ); - Speech therapy ( X ); - Psychology );( -
Enfermagem( ); - Medicina( X );

Other specialties: Dentistry

Deficiência: - Física( ) - Intelectual ( X ) - Sensorial ( X ) - Múltipla( )

TGD- Autismo( X ) - Síndrome de Rett ( ) - Síndrome de Asperger ( ) - outros:

Necessidades educacionais: - professor de Apoio ( X ) - Estagiário ( ) - Sala de Recursos ( ) -Tecnologia Assistiva ( ) - Flexibilização
Curricular ( ) -Acessibilidade ( ).

School journey:

The student is in the 2nd period of Early Childhood Education at the Municipal School 'Norma Borges Beluco' (annex) in this school year of 2022.
Documentation (attached).

Curricular Proposal (attached).

The Curriculum Proposal for the 2nd Period of Early Childhood Education is attached; however, there is curricular flexibility, as it depends on the student's situation.
he shows difficulties in learning, daily living habits, and communication. It is necessary to provide the student with adaptations that
foster conditions for their learning, promoting their development based on their skills. Better positioning in the classroom.
from class, encourage and stimulate their independence and autonomy. Give them enough time to complete the proposed tasks.

Detailed report:

According to the mother, the pregnancy was smooth, Cauã was born at 39 weeks of gestation. The mother reports being very anxious 'I have a condition that...'
"pele, psoriasis, which becomes more evident when I am anxious." And as far as she remembers, there was no critical situation beyond that.
during pregnancy. As for medications, she only used folic acid. Otherwise, the pregnancy was smooth. The delivery was cesarean, not
he needed no special care when Cauã was born. He was breastfed until he was 7 months old. That was when the mother returned to
work, and he adapted better to the bottle. According to the mother, the diet has always been normal, as he eats everything, and has no rejection to
no food. She reports that Cauã has the autonomy to drink liquids from a cup normally, eats by himself, but with difficulties.
to pick up food with cutlery. In general, the activities carried out by the student require monitoring, for example, eating,
get dressed, clean the genitals, take a shower, do hygiene, among others. The student still wears diapers to sleep. The pacifier was removed.
According to the mother, the student has a peaceful sleep, sleeps through the night, does not snore and shows no unusual reactions. The mother reports that the
motor and psychomotor development was not easy, sat up at 1 year, crawled at 1 year and 5 months, walked at 2 years and 2 months, after the
2 years since he started pronouncing some words, his speech is still in development, only pronouncing short words or parts.
some examples: "mommy, aunt, car, daddy, aunt, grandma, grandpa, Caio, dad, bread, goal". Communicates more frequently gesturally,
pointed with his finger or leading where he desires. Constantly, he makes the gesture of 'come' with his hand, calling people closer to him.
Gestures with hands to say 'goodbye' or 'cool', extends the hand to ask for a blessing when being guided. Recently developed the habit of
shouting, pushing, and hitting people. Shows movements with hands and arms, raising them and bringing them back when they are
happy. There are tricks in putting things in place, at home, for example, the curtains should always stay closed, just like the door.
bathroom, store objects in the usual places. Lately, there has been resistance to obeying simple orders, and with some
difficulty in accepting 'no'. When upset, she hits the people who are closest, like her mother, brother, and support teacher. She has her
moments of tranquility, and enjoys just observing what happens around him. Loves bath time and likes to 'help' in the
housekeeping.

POTENTIALITIES DIFFICULTIES
METHODOLOGY,
Ease that the student Difficulties that the student EVALUATION
RESOURCES
ÁREAS DE HABILIDADE presents for presents for Methodology of
DIDACTICS AND
understand the content understand the content evaluation
HUMANS
what will be offered what will be offered
1-Cognitive Skills: The student is attentive to what Has time of Carry out activities and Despite the reactions and
it happens around you. very concentration games that awaken inconsistent attitudes,
It is related to limited. Presents student interest. there were improvements, as the
family, colleagues and dificuldade em manter a Use the technique of student is interacting with
teachers. Recognizes attention to tasks and Positive Reinforcement classroom routine.
people and places of their own playful activities. It has to stimulate autonomy Temperamento e humor
gathering, memorize difficulty in dealing with from the student to the I oscillate less. There is
places, routes and frustration. Reacts with execution of the work a few days is
objects. Presents screams, cries and proposed. Monitor and making use of new
visual discrimination. aggressiveness when register the attendance medications, which
Identify feelings contradicted. It demonstrates in which they occur It is already evident
through expressions not absorb behavior information positive effects, such as
physiognomic, speech or about conduct opposites. Encourage and less irritability. No
personal contact. Do you notice symbolic (abstract). It has to assist him in achieving is demonstrating
sons. Manifest joy difficulty in accepting of activities. resistance in being
when there is attention to new experiences. Exercises that driven by environments
colleagues and educators. It is Does not classify through develop the various from the school.
quite observant and attributes. Does not present skill of the student is receptive and has
when someone gets skills in caring and concentration. To use demonstrated interaction
approaches with greater organize your materials. playful resources. with the teachers
contacts respond with Does not show to have Work sequence Regent and Support
positive attitudes. Carry out notions of of daily activities colleagues.
coloring activities and self-preservation. correspondent.
scribbles, just barely Activities of
time. Tactile perception.
Relate the objects
to their respective
places of use.
Encourage the student to
perceive in figures and
in the landscapes
color details,
shapes, location.
Always value the
quality of work
carried out by the student,
developing your
self-esteem. To guide and
to assist the student in
 care with the
personal hygiene.
Assist the child
during feeding,
guiding him to eat
slowly, chew well
the food and swallow
everything before placing
but in the mouth.
Encourage the student in
preservation, care
the movement of
your materials.
2- Communication Skills: It communicates with Presents difficulty in Lead the student to The student is in
facial expression, by speak, for your oral expression is observe and interact acceptance process
gestural communication and limited and is in with colleagues, and for the work
oral (limited). - When development. teachers in the classroom pedagogical. - Look
Do you wish for something to guide the adult? Understand orders of class and recess. directing to the
you point, even that which simple verbs, however to always provide student, gestures
is of your interest. times, presents moments of body expressions and
Understands and executes orders resistance in executing interaction and affection verbal language, has
simple. - It is expressive and where to carry out activities with everyone result in a
quite attentive by the look. proposals, acting with school environment. significant progress in
chorus or shouts of Make use and explore thecommunication with the
refusals. - Expresses your verbal communication, and student
wills waving or various resources for
speaking parts of transmit information
words. necessary for the student.
To carry out storytelling
story with resources
visuals and textures.
Repeat the information
as many times as they are
necessary. Assist the
student executing what
was asked or
informed.
3-Skills The student walks alone Does not demonstrate Assist the student in The student demonstrates
Motor skills/Psychomotor skills: And go fast. You can do it. trust and ease in realization of more self-confidence in
sit down, lie down and balance activities small circuits execution of activities
lift without assistance. static/dynamic. with obstacles proposals when it is from
Can you get it, Regarding objects, simple, with Circuit your interest.
secure and carry like pencil, crayon and of Physical Activities In Education classes
objects. brush, hold in your involving the balance Physics demonstrates
Perform activities hands, but not them dynamic, encourage interest in interacting
manuals, how to play handle correctly and monitor and assist with your colleagues and
with dough and games of demonstrates difficulties and in the execution of professors.
fit with the incentive disinterest in activity. Your coordination
from the teacher Support. handle them. Carry out activities thick/thin motor is
- Is interested in appreciating - Has no discrimination of relaxation. in development.
different textures. from right to left. Work on games and Started to show
Perform visual activities Does not carry out activities activities that interests in holding
motorcycles with assistance. to roll, to crawl and they stimulate the perception of balls, hula hoops,
Is able to maintain oneself jump. visual and sensory. concrete materials and by
in the classroom during the Does not present notions Explore playground toys
period of activities, in the basic concepts, similarities and from school.
but does not perform them. how, distance differences regarding
size, quantity etc. texture, temperature and
Presents consistent movements, using
with the arms when using various materials.
feels satisfied with something. To assist and teach the
student holding the pencil
correctly and
incentivize him to
handle it like this
like other materials
schoolchildren of yours
living together.
Encourage coloring and
respect the limits of
figure and to carry out
cut and paste of
various materials.

4-Daily Skills: The student perceives You have little Show details and Observe carefully the
[Link] physical changes in guidance and attention on encourage the student to snack that will be served
sphincterian clothing environment in which what is around you. focus and observe and you can wait for the
attends. Has difficulty in visual details to yours your moment to serve him.
Has good vision and relation to the quantity of turn. With the help of
identify objects of your food that you put in Work on games that teacher, has it
interaction. Has spoon. stimulate perception oriented with more
tactile and olfactory perception Does not have control visual. ease in moments
for food. sphincteric. Assist the student to go to recess and,
Eats with assistance Uses fraud to during meals, physical education.
from the Support Teacher. to sleep guiding him to eat
Likes to drink water. Can't clean slowly, chewing
Likes to interact with the intimate parts alone, well the food for
your colleagues and if and presents dependency satisfy hunger and swallow
approximates to wash and dry the everything before placing
spontaneously. hands; more food in the mouth.
Load your own Needs assistance Monitor, guide
backpack upon arriving and leaving to wear clothes. and assist the student in
from school. care with the
personal hygiene
to get dressed and to put on shoes

adequately.
Carry out activities
that improves the
motor coordination
big and develop the
motor coordination
fine.
Explore the
characteristics of
school supplies,
toys, clothes
etc. Playfully.
Establish
daily procedures
to develop the
autonomy in
organization of
school supplies
starting from the consultation
 of the school routine and of the
routine in the classroom
(take and keep
school supplies,
games, toys... the
each class period).
5-Interpersonal Skills/ He is cheerful, affectionate and Do you have difficulty in Work on the The student is found
Affective: Social Relations; receptive. accept new self-esteem, and but calmer with the
It relates well to experiences or something. self-confidence through Teacher Support.
family, colleagues and unknown. from the technique of 'Reinforcement - Your mood fluctuates with
teachers Mood swings and of Behavior less frequency.
Identify feelings behavior with Positive. The student remains in
through sounds ease, without reasons Help the student to classroom interacting
(gunguno), expressions specific. control your reactions with colleagues.
physiognomic or contact Presents difficulty impulsive and react
people - hug, handshake to remain and if better when faced
by hand. behave correctly with something different.
Recognizes people in the classroom. Usually - Encourage
of your company. to get up from the chair constantly or
Always keep in touch. without the consent of the student to have contact and the
It manifests its teacher and walks through to communicate with the
feelings with living room. people around you.
ease and search At some moments Use materials
approach of some the student reacts to the crisis diversified and proportion
people. with aggression to the attractive activities
close people. to the student,
encouraging him to
carry them out in the room of
classroom.
Encourage the student to
relate more and more
but with the colleagues and
teachers. Taking-
to participate in the
proposed activities
in the classroom.
Communication
alternative. Explore
 well the orality for
to assist the student in
communication of something
that he needs or
when the student
to present to be
feeling some pain
or discomfort.
6-Recreation and leisure skills Interested in is little interested in To provide and Is socializing and
developed activities participate in sports, encourage interaction interacting with the
in the playground and court. games and play of the student in colleagues and teachers
Mainly to those directed. directed games, in Education classes
that offer greater Has difficulty in and moments of Physics.
dynamic, for example, understand rules and recreation and
to walk commands in execution socialization, how
of games and play during recess, class
proposals. of physical education,
moment of games and
games etc.
Provide
activities with the student
according to your
development,
starting from your
skills.
7-Pre-professional skills and With the instructions from the Cannot use Guide and repeat the The student has been showing
professionals Support Teacher, materials without assistance, and how many information limited interest in
can you follow presents resistance. times are your school supplies
basic instructions such as: Needs assistance for the necessities. the proposed activities.
grab and/or load something. organization of the environment Encourage and guide the
Do not enter and their materials student to take care and
certain places schoolchildren. organize your
materials and the environment
what it is.
to provide
moments for the
student to take initiative to
solve problems.
8-Academic skills: Overlapping activities, Still does not perform Use resources such as Do work
fittings and transfers. counting and not writing. games, videos and manuals that involve
Manipulates objects and Still does not relate to the songs that work with paints, pens, brushes and
concrete materials. number your quantity. the letters of the alphabet and white board, almost
Still does not identify the their respective sounds, time.
letters of the alphabet. initial letter of Participates in the routine at
Still can't words; opening of the daily class,
handle the materials Guide and assist the with songs from
school correctly. student in handling reception and counting
Can't do it school supplies. dos alunos.
traced letters. Perform counting
oral. Make a count and
relate the number to
your quantity with
concrete material.

Patos de Minas, April 5, 2022.

_______________________________________ ____________________________________
(Director) Pedagogical Supervisor

_______________________________________ _____________________________________
(Professor R1) (Professor R2)

______________________________________ _____________________________________
(Physical Education Teacher) (Support Professional)