ANNEX I–RESOLUTION No.

XX/2019

STRUCTURE OF THE INDIVIDUAL DEVELOPMENT PLAN – IDP:

PROPOSAL FOR THE STATE EDUCATION NETWORK OF MINAS GERAIS

CHAPTER I – DIAGNOSTIC EVALUATION

I. INSTITUTIONAL DATA
The student's PDI must be prepared annually, within a maximum period of
Date of preparation: ____/____/_______ 1 (one) month after the student's admission to the school.
IMPORTANT: This document must support and accompany the
2. SRE: ________________________________________________________________________________
student's school path. Therefore, in the event of a transfer
3. Nome da escola: _______________________________________________________________________
the original of the PDI must be attached to the others
documents to be sent to the new educational institution, to be
4. Code: ______________________________________________________________________________
remain at the original school legible copy.
5. Endereço: ____________________________________________________________________________
6. Etapas da Educação Básica oferecidas pela escola: ( ) EF anos iniciais ( ) EF anos finais ( ) Ensino Médio
7. A Escola possui acessibilidade física: ( ) Sim ( ) Não
8. Has Resource Room: ( ) Yes ( ) No - School referred: _______________________________________
9. Director: ___________________________________________________________________________________
10. Vice Diretor(a): _______________________________________________________________________________
11. Responsáveis pela elaboração PDI: (cargo, nome e MASP)

CARGO NAME MASP

Specialist
Function of each professional in the preparation of the PDI:
Support Professor (when available)
Interpreter Guide (when available) - Specialist: Coordinates the construction of the PDI and writes the Evaluation
TILS (when available) Student assessment. If the school does not have a specialist, it should
Resource Room Teacher to select a homeroom/class teacher for this role.
(when there is) Support Professor, Interpreter Guide, TILS (AEE): The function of these
Classroom/lesson coordinator(s) professionals in the development of the PDI, relate to the responsibilities of their position
present in Resolution No. XX.
Resource Room Teacher: The role of this professional in the preparation
Do PDI, relates to the responsibilities of your position present in Resolution No.
XX.
- Class/lesson regent(s) (include all teachers for each
As the student's teacher, he presents his observations.
about the student's skills and describes all the content to be worked on
in the class every term, presenting your specific work proposal
for the student in question, with the guidance of the Support Professor and
from the Resource Room. In addition, you must share your lesson plan with the
AEE professor before teaching it, so that he can do the planning
II. STUDENT DATA of the necessary intervention.
ALL PROFESSIONALS AT THE SCHOOL MUST CONTRIBUTE TO THE
DEVELOPMENT OF THE STUDENT'S DIAGNOSTIC ASSESSMENT.
1. Nome: ______________________________________________________________________________________
2. Data de nascimento: ____/____/_______ Idade: ____________
3. Responsible for the student/relationship: ___________________________________________________________
4. Year of schooling: _________
5. Informed deficiency: __________________________________________________________________________
6. Are you accompanied by a professional outside of school? What specialty? __________________________________
______________________________________________________________________________________________
7. Faz uso contínuo de medicamento? Para quê? Causa efeitos colaterais? Quais? Search for information together
______________________________________________________________________________________________
to the student's family.
______________________________________________________________________________________________
8. Do you have any specific needs: _____________________________________________________
This item refers to the basic needs of the student: Uses
______________________________________________________________________________________
diaper? Do you need assistance using the bathroom? Do you need
9. Tipo de atendimento: assistance with food? Needs adaptation in writing and
reading? Do you use a wheelchair? Do you need assistance with
Interpreter Guide
Sign Language Interpreter Sign Language Professor
( ) Professor of ACLTA Resource Room
( ) Other. Which? _________________________________________________________________________________

10. Do you use accessibility resources? Describe: ________________________________________________________

Ramps, handrails, light signals, tactile flooring, magnifying glasses, guide rails,

Notebook, entry yours.

______________________________________________________________________________________________
11. How do you like to have fun? _____________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________

III. FAMILY CONSIDERATIONS

______________________________________________________________________________________________
Descriptive field about observed aspects
______________________________________________________________________________________________
in the family environment:
1.Interaction with family members.
______________________________________________________________________________________________
2.Activities of daily living - ADL (are tasks
______________________________________________________________________________________________
basic self-care.
3. Other information that the family finds
______________________________________________________________________________________________
relevant.
______________________________________________________________________________________________

IV. SCHOOLING HISTORY

At what age did the student begin attending school?

2. Where and how was the educational journey?
When did you start school?
______________________________________________________________________________________________
In which school?
Setbacks encountered.
______________________________________________________________________________________________
Success experiences.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
3. Do you attend the resource room? _____ What is the frequency of the service (day/hours)? ___________________________
4. Do you attend full-time education? ____________________________________________________________________

V. BEHAVIORAL ASPECTS

It presents self-aggressiveness ( ) Shows indiscipline

( ) Presents Heteroaggressiveness Shows disobedience to the rules and/or agreements.
Shows apathy

Obs.:
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
VI. PSYCHOMOTOR ASPECTS OBSERVED

PRESENTS NO NO
PSYCHOMOTOR ASPECTS PRESENTS
WITH HELP PRESENTED OBSERVED

Body scheme - Do you know the parts and functions of the body? Can you name the parts of the body?

Body awareness - Knows the specific use of each body part for the execution of
activities, even in cases where there are movement limitations. E.g.: writes with
adaptation using the feet, but is aware that the commonly used limb for
this activity is by hand.
Body expression - Perform expressive gestures (shock, scream, sadness, anger)?
Body image - Relationship of one's own body with space and people. Ex.: looking in the mirror
and perceive the outline of the body.

Hypertonic Tone - Presents increased muscle stiffness?

Hypotonic Tone - Does it present elevated muscle flaccidity?

Gross motor coordination - Controls the large movements of the body? E.g.: running, walking,
roll, jump, crawl, crouch.
Fine motor coordination - Controls the small muscles for refined exercises? Ex.:
["cut","paste","fit","paint","comb","play ball"]
Dynamic balance - Ex.: walking on tiptoes, running with a full glass of water in hand, walking
on knees.
Static equilibrium – Does it hold in different situations? For example: standing still with your eyes
closed, standing on one foot, squatting.
Laterality - Has the motor capacity for integrated perception of both sides of the body (right
and left)?
Taste perception - Does it have the ability to distinguish flavors? E.g.: recognize foods.
By taste, it distinguishes and expresses what a certain food is made of.

Olfactory perception – Does it have the ability to distinguish odors? E.g.: discrimination of two fruits
or more, identify pleasant and unpleasant odors.

Tactile perception - Senses variations in pressure, temperature, notions of weight, without help from
vision? E.g.: recognizing different textures, identifying shapes.
Visual perception - Identifies geometric shapes, groups similar objects, compares objects, assembles
Scenes, says what is missing in drawings, performs sequences?
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 within a period of up to
6 hours?
Long-Term Memory – do you remember events that have occurred throughout your life and use them in your daily life?
recognize letters and numbers, people.
Auditory Memory - does it memorize what it hears?

Visual memory – does it memorize what it sees?

Auditory Perception - listens and interprets sound stimuli?

Body Awareness - Are you aware of your own body?

Spatial perception - does it understand the dimensions of the surroundings and objects?

Tactile Perception - recognizes shapes, textures, sizes by touch?

Temporal Perception - It has the ability to situate itself in relation to the succession of
acontecimentos? Ex.: ontem, hoje, amanhã, antes, durante, após, hora, semana, mês.
Visual Perception - perceives and interprets visual stimuli (light, dark, colors, shapes,
objects)?
Attention Alert - responds immediately to a presented stimulus?

Alternating attention – does it perform the proposed activity and converse at the same time?

Selective Attention - focuses on one activity while ignoring other stimuli?

Sustained Attention – does it concentrate for a long period of time on the proposed activity?

Abductive Logical Reasoning - seeks new ideas and knowledge that can validate a
conclusão? Ex.: Pela manhã observo o telhado e ele está molhado. Logo, a noite deve ter chovido.
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 are
greens.
Intuitive Logical Reasoning - starting from a specific fact to the general, concluding it? The conclusion
it will not always be true. For example: Klaus is German with blue eyes, Peter is German with blue eyes,
Tom is German with blue eyes, Joseph is German with blue eyes. Therefore, every German has blue eyes.
blues.
 PRESENTS NO NO
PEDAGOGICAL/COGNITIVE ASPECTS PRESENTS
WITH HELP PRESENTS OBSERVED
Analytical Thinking – separates the whole into parts with the same characteristics? E.g.: In a
The toy box separates balls, dolls, and cars.
Creative Thinking – does it create or modify something existing based on your knowledge?

Critical Thinking - examines, analyzes or evaluates?

Synthesis Thought - synthesizes, summarizes stories or facts in few words?

Questioning Thought - proposes questions and seeks to answer them?

Systemic Thinking - considers various elements and relates them? E.g.: Separates the material
school personal hygiene material.
Do you understand simple commands? E.g.: Sit, stand up, go out, come in.

Do you understand complex commands? For example: passing a message to someone.

Does he recount situations he has experienced?

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

1. Presents communicative intention:

( ) Yes ( ) No Try to communicate through gestures, movements
volunteers (facial or bodily), sounds.
2. Use communication:
( ) to make comments ( ) to gain attention
( ) to make requests make choices
( ) for basic needs ( ) create small narratives

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

Mobile Alphabet ( ) Does not make use of any supplementary resources
High Technology for communication
Low Technology ( ) Pictogram
Isolated Figures Communication Board
( ) Photos ( ) Thematic Board
( ) Numbers
Mechanically repeat words or phrases that you hear.
It is expressed by/as/with:
( ) Homemade gestures ( ) Lisp
Brazilian Sign Language - Libras ( ) Slowness in speech
( ) Words ( ) Names objects
Sons It omits phonemes
Shows shyness when expressing oneself ( ) Phoneme exchange
( ) Describes engravings Distorts phonemes
Echolalia Spontaneously converse
( ) Expresses clearly ( ) Retell stories
It expresses itself very quickly ( ) Repeats the adults' speech
It is expressed by the final sound of the words Demonstrate understanding of what is proposed
Complete sentences Low voice tone
( ) Short phrases Loud voice

5. Writing:
Doodle ( ) Observes and relates part of the names
( ) Pre-syllabic writing ( ) Try to form words and attempt to read
Syllabic writing ( ) Write sentences
Syllabic-alphabetic writing Writes texts
Alphabetical writing ( ) Italic text
Difference between drawing, writing, and numbers Printed letters
( ) Identify labels ( ) Legible lettering
( ) Knows some lyrics ( ) Relates letters of various types and sizes
( ) Know all the letters ( ) Tries to assign meaning in a text through
Identify equal letters of clues
Recognizes the initial letter of your name Writes with support/adaptation
Recognizes your name in sentences Refuses to write saying that he/she doesn't know
( ) Recognizes the names of parents and peers
( ) Write names of family and friends

6. Reading
Reads words ( ) Phonetic reading (syllabic) with difficulty in
Read sentences understanding of the word
( ) Reads texts It is capable of mimicking reading from a text.
Global reading (comprehension, inference, known orally (music/rhyme/poetry)
comparison ( ) Does not read
 CHAPTER II - BI-MONTHLY EVALUATION

IX. BIANNUAL PLANNING: FILLING EXAMPLE

This document should be filled out throughout
each bimonthly period (one board per bimonthly period), by the teacher

STUDENT: CLASS: responsible for each subject (one document per

DISCIPLINE: PROFESSOR discipline), with the help of the support teacher, if
BIMESTRE: ( )1º ( )2º ( )3º ( ) 4º there
GENERAL OBJECTIVE OF THE DISCIPLINE FOR THE CLASS:
GENERAL OBJECTIVE OF THE DISCIPLINE FOR THE STUDENT:
What content will it be? What skill is to be developed? Describe the working methodology and the materials to be used. What skill/learning?
worked inbuilt/developed? used for the student to acquire the skill or acquired by the student at the end
discipline? learning. of this term in each content?
Descriptive classroom and visual and audio stimuli, memory game. Began to recognize the majority of the
Spelling Recognize the letters
Material: movable alphabet. letters.
Recognize the unity of the descriptive lesson and visual stimuli. Has not reached yet
Syllable division
syllable Material: alphabet and movable syllables, syllable and word bingo.
Plural Quantities Descriptive classroom and visual and auditory stimuli. Did you manage to distinguish singular (unique) from
Material: presentation of figures representing quantities. plural (mais de um).

CORRECTION OF COURSE: The content worked on and not assimilated by the student should be constantly evaluated and reviewed throughout the bimester.
forma que possam ser apresentadas novas propostas didático-pedagógicas, possibilitando a consolidação da habilidade/aprendizado durante o bimestre. Caso o
If the content learning is not consolidated during the term, a proposal for Pedagogical Intervention should be presented to assist in the learning process.
of the student.
X. EVALUATION: This document must be filled out throughout the bimester, by the responsible teacher for
each discipline (one document per discipline), with the help of the support teacher, if there is one.

ASSESSMENT

Note Degree of autonomy to carry out the methodology used (describe What is the pedagogical diagnosis of the student in this
Stage Value
reached activity how the evaluation was carried out skill? (describe potentials and challenges)

( ) muito suporte ( ) alta compreensão

( ) little support ( ) little understanding

( ) muito suporte ( ) alta compreensão

1st Bimester
( ) pouco suporte ( ) pouca compreensão

( ) muito suporte ( ) alta compreensão

( ) pouco suporte ( ) pouca compreensão

( ) muito suporte ( ) alta compreensão

( ) little support ( ) little understanding

( ) muito suporte ( ) alta compreensão

2nd Semester ( ) pouco suporte ( ) pouca compreensão

( ) muito suporte ( ) alta compreensão

( ) pouco suporte ( ) pouca compreensão

( ) muito suporte ( ) alta compreensão

( ) pouco suporte ( ) pouca compreensão

( ) muito suporte ( ) alta compreensão

3rd Quarter ( ) pouco suporte ( ) pouca compreensão

( ) much support ( ) high understanding

( ) pouco suporte ( ) pouca compreensão

( ) muito suporte ( ) alta compreensão

( ) pouco suporte ( ) pouca compreensão

( ) muito suporte ( ) alta compreensão

4th Term ( ) little support ( ) little understanding

( ) muito suporte ( ) alta compreensão

( ) 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:

The Pedagogical Report must be completed AT THE END OF EACH SEMESTER.

The document should be prepared based on the observation of the records and actions of all
involved in the process (lead teacher, support teacher, classroom teacher
Resources, other school staff, classmates of the student, family), with the
coordination of the Specialist, who should also write it (if the school does not have this)
professional, a class teacher should be elected for this role). They should
to have all aspects of the student's evolution registered, described clearly,
a way to have perception of how the learning took place, of how the student behaves
in front of the peers and the adults surrounding him, how was the communication established and
the student's affectivity within the school environment, how and how often the student
moves around the school space, its body posture, among other observed points.