FINAL REPORT STUDENT WITH SPECIAL EDUCATIONAL NEEDS

STUDENT: x
AGE: 8 YEARS
GRADE: 2nd A.
DX: PSYCHOMOTOR DELAY
PRIMARY SCHOOL

1.- DESCRIPTION OF THE LEVEL OF CURRICULAR COMPETENCE THAT THE

STUDENT HAD AT THE START OF THE SCHOOL CYCLE.

The student enters with a lot of family overprotection, refusing to stay in the classroom if
he was not accompanied by the family member, presenting severe difficulties in his
development of neurological maturity since it was not appropriate for his age and physical
development, therefore he was not oriented in his neuronal spheres because he did not
recognize any mental state consistent with his age or his possibilities (place, time, person).
His visual-motor coordination was observed at a level of neurological maturity well
below normal since in execution the child does not have fine psychomotor articulation ,
since his fingers are rigid and he does not usually make any strokes (He has difficulties
coloring , take the pencil, string beads, assemblies.
The child's delay could not be assessed with learning, communication and
psychological performance tests because he does not have adequate fine motor skills, there
is no language, there are only emissions of guttural sounds, he understood some simple
commands, he had little ability to move from his chair. wheels, can get out of it with
difficulty.

2.-DESCRIPTION OF THE STUDENT'S CURRENT CURRICULAR

COMPETENCE LEVEL.

During the school year, minimal progress has been made in the student, since there are
factors such as absences due to illness, which have been many during the school period,
stopping attendance for up to 1 month in a row, the work done with the minor has been
more individualized than within their classroom, so continuity actions have been left to
their teacher to be worked on, which do not see much progress.
In the area of personal-social development, the student has made very significant progress
because his group integrates him into their games and care during the school day, he
socializes through his only means of communication, which are his gestures, since he does
not have verbal language , he looks happy. When working individually with the student, his
progress is more noticeable, since he can now hold the pencil properly although there is
some difficulty due to his spastic motor skills. The work that has been done so far has been
done with the help of early stimulation, activities that are carried out with great difficulty,
although physical advances in fine motor skills can be observed such as: rolling, tearing,
cutting with scissors, kneading, these activities have been achieved Smooth your fine
movements on the sheet when coloring and following fine lines. In gross motor skills, the
minor has not yet made progress since at home they do not motivate him to walk with his
walker. The parents mention that the student does not want to do the activities at home and
since he starts to cry, they do not motivate or force him.
The student in his sphere of emotional development is in a continuous process of adaptation
because every time he is absent the student has emotional, physical and learning setbacks.

They elaborated

Mr. support

Mr. Communication
Psychologist

Social work

Vo.Bo

USAER Director