PDI - INDIVIDUAL DEVELOPMENT PLAN

I. INSTITUTIONAL DATA
1. Data da elaboração:20/08/2020
2. SRE: CORONEL FABRICIANO
3. Nome da escola: ESCOLA ESTADUAL

4. 4. Code:
5. Address: R: CORONEL FABRICIANO-MG
6. Etapas da Educação Básica oferecidas pela escola: ( X) EF anos iniciais (X ) EF anos finais ( ) Ensino Médio
7. A Escola possui acessibilidade física: ( ) Sim (X ) Não
8. Possui Sala de recursos: (X ) Sim ( ) Não - Escola encaminhada:
9. Director(a):
10. Vice Director(a):
11. Responsáveis pela elaboração PDI: (cargo, nome e MASP)

CARGO NAME MASP

Specialist
Support Professor (when available)
Interpreter Guide (when available)
TILS (when applicable)
Resource Room Teacher (when available)
Class teacher(s)

II. DADOS DO(A) ESTUDANTE

1. Name:
2. Date of birth: Idade: 7 anos
3. Responsible for the student/relationship:
4. Ano de escolaridade: 2ª ano
5. Informed disability: SD-21 Chromosome Trisomy
6. É acompanhado por um profissional fora da escola? Qual especialidade?Sim Fonoaudiologoa e Psicopegoga

7. Faz uso contínuo de medicamento? Para quê? Causa efeitos colaterais? Quais? Sim,concentração.

8. Does he/she have any specific needs: no

9. Tipo de atendimento:
( ) Interpreter Guide ( ) Professor de LIBRAS
Sign Language Interpreter (X) Resource Room
Professor of ACLTA
( ) Outro. Which one?

10. Do you use accessibility resources? Describe: No

11. How you like to have fun: You are a cheerful child, but most of the time you play alone.

III. FAMILY CONSIDERATIONS:

It is a loving child, gets along well with everyone, but there are moments when it wants to be alone.

IV. EDUCATIONAL HISTORY

At what age did the student start attending school? 2 years
2. Where and how was the school journey? Studied at school Your journey to school was smooth.
it stayed close to the house.

3. Do you attend resource room? Yes. What is the frequency of the service (day/hours)? In the morning.
8 AM, but due to the pandemic, it is being attended to via WhatsApp.
4. Do you attend Full-time Education? No

V. LIMITS AND AGGRESSIVENESS

(N) Presents self-aggressiveness (N) Shows indiscipline

( N ) Presents Heteroaggressiveness It presents disobedience to the rules and/or agreements.
(N) Shows apathy
Note:
VI. OBSERVED PSYCHOMOTOR ASPECTS:

PRESENTS NO NO
PSYCHOMOTOR ASPECTS PRESENTS WITH HELP PRESENT OBSERVED

Body scheme - Do you know the parts and functions of the body? Can you name the parts of the body?
X
Body awareness - Knows the specific use of each part of the body for the realization of
activities, even in cases where there are movement limitations. Ex.: writes with
adaptation using the feet, but has knowledge that the member commonly used for
this activity X
It's the hand.

Body expression - Perform expressive gestures (shock, scream, sadness, anger)?

X
Body image - Relationship of one's own body with space and people. Ex.: looking in the mirror and
perceive the outline of the body. X
Hypertonic Tone - Does it present increased muscle stiffness?
X
X
Hypotonic Tone - Does it present high muscle flaccidity?
Gross motor coordination - Controls the large movements of the body? Ex.: running, walking, rolling,
jump, crawl, squat. X
Fine motor coordination - Controls small muscles for refined exercises? E.g.:
["cut","paste","fit","paint","comb","play ball"] X
Dynamic equilibrium - Ex.: walking on tiptoes, running with a full glass of water in hand, walking
on knees. X
Static equilibrium - Does it hold in different situations? For example: standing still with your eyes
closed, stand on one foot, squat down. X
Lateralization - It has the motor capability of integrated perception on both sides of the body (right
and left)? X
Taste perception - Does it have the ability to distinguish flavors? E.g.: recognizing foods by
taste, distinguishes and expresses what a certain food is made of. X
Olfactory perception – Does it have the ability to distinguish odors? E.g.: discrimination between two fruits
or more, identifying pleasant and unpleasant odors. X
Tactile perception - Feels the variations of pressure, temperature, notions of weight, without assistance from
vision? E.g.: recognize different textures, identify shapes. X
Visual perception – Identifies geometric shapes, groups similar objects, compares objects, assembles
Scenes, does it say what is missing in drawings, does it carry out sequences? X
X
Posture – Position or attitude of the body related to movement. Ex.: sitting, lying down, standing.
VII. PEDAGOGICAL/COGNITIVE ASPECTS OBSERVED:

PRESENTS NO NO
PEDAGOGICAL/COGNITIVE ASPECTS PRESENTS WITH HELP PRESENTS OBSERVED
Short Term Memory – remembers everyday events that occurred in a period of
up to 6 hours? X
Long-Term Memory – remembers events that occurred throughout life and uses them in
everyday? For example: recognizing letters and numbers, people. X
Auditory Memory - does it remember what it hears?
X
Visual Memory - does it remember what it sees? X

Auditory Perception - does it listen to and interpret sound stimuli?

X
Body Awareness - are you aware of your own body?
X
Spatial perception - does it understand the dimensions of the surroundings and objects?
X
Tactile Perception - does it recognize shapes, textures, sizes by touch?
X
Temporal Perception - Has the ability to position oneself in relation to the succession of
acontecimentos? Ex.: ontem, hoje, amanhã, antes, durante, após, hora, semana, mês. X
Visual Perception - sees and interprets visual stimuli (light, dark, colors, shapes,
(objects)? X
Attention Alert - responds immediately to a presented stimulus? X

Alternating Attention - does the person perform the proposed activity and converse at the same time?

X
Selective Attention - focuses on one activity ignoring other stimuli?
X
Sustained Attention - does it focus for a long period of time on the proposed activity?
X
Abductive Logical Reasoning - seeks new ideas and knowledge that can validate a
conclusion? For example: In the morning I observe the roof and it is wet. Therefore, it must have rained at night. X
trembled.
Deductive Logical Reasoning - starts from a general fact to a particular one, concluding it? Ex.:
All the apples in that box are green. These apples are from that box. Therefore, these apples
they are green. X
Intuitive Logical Reasoning – from a specific fact to the general, concluding it? A
Conclusion will not always be true. E.g.: Klaus is a German with blue eyes, Peter is German. X
with blue eyes, Tom is a blue-eyed German, Joseph is a blue-eyed German. Therefore, everyone
The German has blue eyes.
 PRESENTS NO NO
PEDAGOGICAL/COGNITIVE ASPECTS PRESENTS WITH HELP PRESENTS OBSERVED
Analytical Thinking - separates the whole into parts with the same characteristics? For example: In X
a toy box separates balls, dolls, and cars.
Creative Thinking - does it create or modify something existing based on your knowledge? X

Critical Thinking - examines, analyzes or evaluates?

X
Synthesis Thinking - does it synthesize, summarize stories or facts in a few words?
X
Questioning Thought - proposes questions and seeks to answer them?
X
Systemic Thinking - considers various elements and relates them? For example: Separates the material X
school supply of personal hygiene material.
Do you understand simple commands? E.g.: Sit, stand, leave, enter.
X
Do you understand Complex Orders? For example: To pass a message to someone.
X
Relate situations he experienced?
X

In items VI and VII, if the student presents 50% or more of markings 'Does Not Present' and 'Not Observed', describe the skills they demonstrate:
VIII. COMMUNICATION AND LANGUAGE

1. Presents communicative intention:

( X ) Yes No

2. Use communication:
(X) to make comments
(X) to get attention
(X) to make requests
(X) make choices
(X) for basic needs
(X) to create small narratives

3. Resources used by the student for Alternative Supplemental Communication:

(X) Mobile Alphabet Does not make use of any supplementary resources for
High Technology the communication
Low Technology ( ) Pictogram
( X) Loose Figures (X) Communication Board
(X) Photos Thematic Board
(X) Numerals

4. It is expressed by/as/with:
( X) Homemade gestures ( ) Gagueira
Brazilian Sign Language - Libras Slow speech
(X ) Words (X)Names objects
Sons (X) Omits phonemes
(X)Shows shyness when expressing oneself ( ) Phoneme exchange
(X) Describes engravings
Distorts phonemes
Echolalia
(X)Spontaneous conversation
Expresses itself clearly
Recounts stories
It expresses itself very quickly
Repeat what the adults say
It is expressed by the final sound of the words. Demonstrates understanding of what is proposed
( ) Complete sentences low voice tone
(X) Short phrases
high voice

5. Writing:
( ) Scribbles ( ) Observe and relate some of the names
Pre-syllabic writing Try to form words and attempt to read
( ) Syllabic writing ( ) Write sentences
syllabic-alphabetic writing ( ) Writes texts
(x) Alphabetical writing Italic text
(x)Difference between drawing and writing and numbers
(x) Printed letter
(x) Identify labels (X) Legible letter
Does he/she know some letters?
Relate letters of various types and sizes
(X) Knows all the letters ( ) Tries to give meaning to a text through
Identify the same letters of tracks
Recognizes the initial letter of your name ( ) Writes with support/adaptation
(X) Recognizes its name in sentences Refuses to write saying that he/she doesn't know
Recognizes the names of parents and peers
(x) Write names of family and friends

6. Reading
Reads words (X) Phonetic reading (syllabicated) with difficulty
( ) Reads sentences in the understanding of the word
( ) Reads texts It is capable of mimicking reading from a text
( ) Global reading (comprehension, known orally (music/rhyme/poetry)
inference, comparison (X) Does not read
 IX. BIMONTHLY PLANNING: FILLING EXAMPLE

STUDENT: Class: 2nd year

DISCIPLINE: All PROFESSOR:
TERM: (x) 1st ( ) 2nd ( ) 3rd ( ) 4th
General objective of the subject for the class: Formation of readers
General objective of the course for the student:
What will the content be? What is the skill to be Describe the work methodology and the materials to be used. What skill/knowledge was acquired?
worked on the subject? built/developed? used for the student to acquire the skill or by the student at the end of this semester
learning. in each content?
PORTUGUÊS: Encourage reading and do so with adapted activities such as text genres, short texts. The student has a liking for reading.
Oral and written reading. that the student understands the xerocados.
Reading understanding of reading with more ease. Use of the textbook.
texts. To discuss with colleagues about reading aloud the texts worked on.
the text Text on a photocopied sheet using the library.

MATHEMATICS: Knowing the numerals. Oral reading of numbers. Proposed activities written and oral
Numbers Handling and getting to know the Handle the calendar, know the days of the week, which Has difficulty in addition and
Calendar of the month. calendar. Which days will there be classes and which are the Saturdays and Sundays. subtraction, and the activity was developed.
Even and odd numbers Using the calendar. Xeroxed page from the calendar, identify what they are
Addition and subtraction Using concrete material. even numbers and what the odd ones are.
Developing the activity in the library, handling sticks
of popsicle.
Geography Knowing the types of Compare natural differences and similarities between the Compare changes in landscapes and the
Natural landscape and landscapes. various places and keeping the student's dialogue open places in different times.
modified landscape. to give an opinion on the subject.

SCIENCES: Identify what materials Compare the differences and similarities of the materials. Discuss the necessary care of
Property of material uses
(metals, wood, glass, etc.) are
Prevention of domestic accidents
domestic accidents
facts that are part of life
daily like these objects
are used (flexibility,
hardness, Transparency, etc
HISTORY: Recognize spaces of Observe your neighborhood and who your neighbors are Make a comparison of neighborhoods
Location of the spaces sociabilities.
social coexistence
X. EVALUATION:

EVALUATION
Degree of autonomy to perform
Note Methodology used (describe) What is the pedagogical diagnosis of the student?
Stage Value a atividade
reached how was the evaluation conducted in this skill? (describe potentials and challenges)
(x) a lot of support ( ) high understanding Mobile alphabets. Sticks,
( ) little support ( ) little understanding

1st Bimester ( ) much support ( ) high understanding

( ) pouco suporte ( ) pouca compreensão

( ) much support ( ) high understanding

( ) little support ( ) little understanding

( ) muito suporte ( ) alta compreensão

( ) pouco suporte ( ) pouca compreensão

2nd Bimester ( ) much support ( ) high understanding

( ) little support ( ) little understanding

( ) muito suporte ( ) alta compreensão

( ) little support ( ) little understanding

( ) muito suporte ( ) alta compreensão

( ) pouco suporte ( ) pouca compreensão

( ) muito suporte ( ) alta compreensão

3rd Bimester ( ) pouco suporte ( ) pouca compreensão

( ) muito suporte ( ) alta compreensão

( ) pouco suporte ( ) pouca compreensão

( ) muito suporte ( ) alta compreensão

( ) little support ( ) little understanding

( ) very supportive ( ) high understanding

4th Bimester ( ) pouco suporte ( ) pouca compreensão

( ) much support ( ) high understanding

( ) pouco suporte ( ) pouca compreensão
XI. PEDAGOGICAL REPORT ON STUDENT DEVELOPMENT / SEMESTRAL

Descriptive Pedagogical Report of up to one page, listing the cognitive, social, communicational, and motor development aspects of
student during the semester:

During the initial observations, the student ..... is diligent in attending classes and enjoys participating in activities. However, they need guidance all the time to develop the ...

Proposed activities. Due to the observed characteristics, all the student's activities are adapted and involve the intervention of the support teacher in oral reading.

written that are within your limit. The student reads small texts with the help of the support teacher and shows a lot of interest in learning.