What teaching AIDS are there in this training classroom?

Training classrooms usually include but are not limited to the following teaching AIDS:

First, multi-sensory training AIDS:

Flashlights for adjusting light, balloons of various colors, mirrors, building blocks of various colors, whistles, tuning forks, castanets, rattles, toys with sounds, etc.

Second, fine training AIDS:

Shape boards, toys with switches, spelling toys, beads, bottles with caps, buckles or clothes (practice buckles), white paper, various colored pens, plasticine, children's stamps, children's scissors, tweezers, chopsticks, spoons, plastic bowls, etc.

Third, cognitive training AIDS:

1. Life category: cards (including clothes and household items) and small models;

2. Food: various food cards (snacks, fruits, vegetables, staple foods) and food models;

3. Color and shape: color cards, color puzzles, shape cards and puzzles;

4. Plants: card books of various tree flowers;

5. Animals: various animal cards (common animals, cats and dogs, poultry, rare animals);

6. Character category: familiar with character photos (father, mother, etc.). ) and various professional cards (police, doctors, etc.). );

7. Time cognition: spring, summer, autumn and winter cards, early, middle and late pictures;

8. The concept of estimated number: how many (building blocks) (toys of the same type and different sizes), toys that can be spliced (the tape in the middle of the fruit model can be divided into two halves, so that students can know the whole and half), and building blocks with the same size and different weights (used to distinguish between light and heavy);

9. Digital cognition: digital cards, etc.

10, simple story books, various puppet toys.

The characteristics of personalized education:

First, the characteristics of simplification. Because of the great differences among students, the goals of education and rehabilitation are not the same. Therefore, special education requires teachers to make personalized education plans for each student.

Second: structural features, also known as three-dimensional features. Personalized education is very three-dimensional. In the process of receiving different educational contents, narratives are often not on the same platform.

Thirdly, the diversified characteristics (educational means and methods), the implementation of personalized education is conducive to teachers' comprehensive observation and discovery of students' strengths and effective knowledge support. For special education schools, both schools and teachers should put the future development of students, especially the cultivation of social adaptability, in the first place, which embodies the idea of "people-oriented" and determines that autistic children must have diversity in educational means.

Baidu encyclopedia-personalized education