Special education long-term and short-term objective formulation and evaluation system and use method
By introducing a long-term and short-term goal formulation and evaluation system in special education, using AI and intelligent monitoring, the problem of insufficient scientificity and personalization in the formulation of existing IEPs has been solved, and the scientific, precise and dynamic adjustment of children's education plans has been achieved. , improves the continuity and effectiveness of educational effects.
Patent Information
- Application Number
- CN202411465440.4
- Authority / Receiving Office
- CN · China
- Patent Type
- Applications(China)
- Current Assignee / Owner
- Filing Date
- 2024-10-21
- Publication Date
- 2025-02-07
AI Technical Summary
The existing process of developing the Individual Education Program (IEP) in Special Education Relies on the experience and judgment of multidisciplinary professionals, making it difficult to be scientific, precise and personalized, and the evaluation methods lack data-driven dynamic tools, resulting in lagging educational results and inaccurate goals. .
Provide a system for long-term and short-term goals for special education, including information collection module, IEP formulation module, teaching course resource module and intelligent teaching aid module. It uses AI big models and intelligent monitoring devices to dynamically adjust learning goals and courses in real time. Plan to ensure the scientificity and personalization of goals.
Through systematic evaluation and dynamic adjustment, children's development level can be accurately measured, judgment errors can be avoided, personalized and real-time of educational plans, and scientific and continuity of educational effects can be improved.
Smart Images
Figure CN119398989A_ABST
Abstract
Description
Technical Field
[0001] The present invention belongs to the technical field of special education, and in particular relates to a special education long-term and short-term goal formulation and evaluation system and a use method thereof. Background Art
[0003] The Individual Education Plan (IEP) in special education is an education program tailored for children with special needs. It aims to set personalized education programs according to the abilities and development needs of each child and help children integrate into society as soon as possible. The existing IEP formulation process is usually completed by a multidisciplinary team including special education teachers, psychologists, and rehabilitation therapists. It relies on the team to conduct a comprehensive assessment of the child, including the use of standardized assessment tools, behavioral observations, interviews, and tests. Based on these assessment results, team members set educational goals that adapt to the individual needs of children and formulate corresponding teaching or rehabilitation intervention plans to achieve the goals. The existing IEP formulation method relies on the experience and judgment of multidisciplinary professionals. In actual operation, goal setting is often affected by the subjective judgment of team members, and it is difficult to be scientific, accurate, and personalized. Different experts have different experiences and professional backgrounds, and it is easy to set different educational goals for the same child. For example, for the language development goals of an autistic child, some teachers may think that they should focus on increasing vocabulary, while others may focus on the situational use of language expression. IEP formulation and evaluation lack systematic basis and scientific quantitative methods, making it difficult to fully meet the diverse needs of special children. In particular, there is still much room for improvement in the scientific nature of goal setting, the dynamic nature of evaluation and the timeliness of feedback.
[0004] Secondly, the existing IEP evaluation methods mainly rely on regular observation and summary by teachers and experts, and lack data-driven dynamic evaluation tools. Children's performance and progress in the education process are often fed back and adjusted through teachers' observation records and periodic evaluation meetings. Although this method can capture part of children's behavior and learning progress, due to the lack of evaluation tools, the educational effect often lags behind the actual situation and relies heavily on the experience and judgment of teachers and experts. For example, a child's learning progress may have occurred before the target evaluation, but due to the lag of the evaluation mechanism, the adjustment of the education plan often cannot be followed up in time. The existing evaluation methods are difficult to quantify the progress of children in different development areas, resulting in a lack of accurate tracking and monitoring in the implementation of the plan, especially when evaluating the achievement of long-term and short-term goals, which usually relies on the subjective experience of teachers and experts rather than objective data. The existing methods cannot adjust the relationship between long-term and short-term goals through real-time feedback. The connection between long-term and short-term goals is not strong, resulting in the fact that in actual operations, the completion of short-term goals may not effectively promote the achievement of long-term goals. This disconnection phenomenon makes children's educational progress lack continuity and systematicity.
[0005] With the advancement of medical technology and the influence of social environment, the number of special children has increased, and the shortage of special education teachers has become more serious. Special education teachers have to face various types of special children. They not only need to have more professional knowledge and skills, but also have high work intensity and great psychological pressure, which cannot achieve satisfactory educational results. At the same time, the family of special children is the most familiar environment for them, which plays a vital role in the cultivation of their self-care ability and mental health. However, parents lack professional knowledge and skills, do not know how to carry out effective rehabilitation training for their children's specific obstacles, lack professional guidance, and often feel powerless when educating their children.
[0006] Therefore, the above problems need to be solved urgently. Summary of the invention
[0007] Purpose of the invention: In order to overcome the above shortcomings, the present invention provides a special education long-term and short-term goal setting and evaluation system, which can conduct a comprehensive assessment of children, understand the overall condition of children, provide information for personalized plans, and avoid problems such as inaccurate goals and inappropriate educational methods caused by different personal professional knowledge and experience of educators. It can dynamically adjust the learning difficulty in real time, dynamically adjust the short-term and long-term goals of learning in real time, update the curriculum and task list, and ensure that the teaching tasks and goals meet the personalized needs of children.
[0008] Technical solution: In order to achieve the above-mentioned purpose, the present invention provides a special education long-term and short-term goal setting and evaluation system, which includes: an information collection module for collecting children's personal information, an IEP setting module for setting long-term and short-term goals for children's learning, a teaching course resource module for arranging children's learning courses and providing teaching tools used in the courses, and an intelligent teaching aid module for assisting educators in auxiliary teaching.
[0009] Furthermore, in the above-mentioned special education long-term and short-term goal setting and evaluation system, the information collection module collects children's personal information by using evaluation tools. The IEP formulation module includes electronic equipment and a medical platform. After uploading the children's personal information to the electronic equipment and the medical platform, the AI big model configured by the electronic equipment and the medical platform generates a children's personal information evaluation form based on the collected children's personal information. The AI big model formulates long-term and short-term goals based on the children's personal information evaluation form. The teaching course resource module transmits the teaching tools and course information to the IEP formulation module. The intelligent teaching aids module and the IEP formulation module establish a data connection. The intelligent teaching aids module collects task completion status, learning time, unfinished task information and physical information and uploads them to the IEP formulation module. IEP stands for individualized education plan.
[0010] Furthermore, in the above-mentioned special education long-term and short-term goal setting and evaluation system, the child's personal information includes: basic information, PLOP, medical and health status. The basic information includes: gender, age, family background, education history, medical and health status; the PLOP indicates the child's current performance level, including learning ability, language and communication ability, social skills, behavioral performance, and self-care ability.
[0011] Furthermore, in the above-mentioned special education long-term and short-term goal setting and evaluation system, the evaluation tools include: Wechsler Intelligence Scale for Children, Children's Adaptive Behavior Rating Scale, Language Delay Examination Method, Gross Motor Function Test Scale, Child Behavior Scale, Autism Behavior Scale, and Autism Diagnostic Observation Scale.
[0012] Furthermore, in the above-mentioned special education long-term and short-term goal formulation and evaluation system, the teaching tools include: visual resources, auditory resources, tactile resources, and interactive resources. Course resources include: social communication courses, cognitive development courses, sensory integration courses, and self-care courses. Visual resources include pictures, picture books, and video materials; auditory resources include music, story audio, and natural sounds; tactile resources include toys, handmade materials, and massage tools; interactive resources include tablets and electronic chess boards. Social communication courses include social skills, non-verbal communication, and language expression; cognitive development courses include attention training, memory training, and logical thinking training; sensory integration courses include gross motor training, fine motor training, and sensory regulation training; self-care courses include daily living training, housework courses, and social life training.
[0013] Furthermore, in the above-mentioned special education long-term and short-term goal setting and evaluation system, the intelligent teaching aid module includes intelligent voice teaching aids, intelligent interactive devices, intelligent sensory teaching aids, and intelligent life-assisting teaching aids. The intelligent teaching aid module is provided with a monitoring device, which records the task completion status, learning time, unfinished tasks and other information of the children during use, as well as the children's behavior status.
[0014] Furthermore, in the above-mentioned special education long-term and short-term goal setting and evaluation system, the monitoring device includes a visual detection device, an electrocardiogram sensor, a pressure detection device, and a sound detection device. The visual detection device tracks the focus and trajectory of the child's line of sight to understand the distribution of the child's attention during the task. The visual detection device monitors the child's behavior and posture to reflect their emotional changes; the electrocardiogram sensor detects the child's heart rate to reflect the child's emotional changes; the pressure detection device detects the changes in pressure during the child's writing or operation process to reflect the child's emotional state and evaluate the child's control ability in fine movements; the sound detection device detects the surrounding environmental noise and the child's voice to evaluate the development of language ability.
[0015] The method of using the above-mentioned special education long-term and short-term goal setting and evaluation system includes the following steps:
[0016] S1: Use assessment tools to collect children's personal information through behavioral observation, standardized assessment, teacher report, and family feedback;
[0017] S2: Uploading the child's personal information to the IEP formulation module, and the IEP formulation module analyzes the child's personal information to generate a child's personal information evaluation form;
[0018] S3: The IEP formulation module formulates the child's personalized long-term and short-term goals according to the child's personal information evaluation form, and feeds back the long-term and short-term goals to the educator;
[0019] S4: The educator uploads the teaching tools and course information to the IEP formulation module, and the IEP formulation module formulates a curriculum and task list based on the existing teaching tools and course information;
[0020] S5: Educators assign intelligent teaching aids modules to educate children according to the curriculum and task list;
[0021] S6: The intelligent teaching aid module records the task completion status, learning time, unfinished task information, and physical information of children during use; records the focus and trajectory of children’s vision; monitors children’s behavior and posture; detects children’s heart rate; detects pressure changes during children’s writing and operation; detects surrounding environmental noise; and records children’s voices; the intelligent teaching aid module uploads the recorded information to the IEP formulation module;
[0022] S7: The IEP formulation module receives information transmitted by the intelligent teaching aids module, adjusts the short-term goals according to the received information, adjusts the long-term goals according to the short-term goals, and regenerates the curriculum and task list according to the short-term goals.
[0023] Furthermore, in the above-mentioned method of use, in S3, the long-term and short-term goals are formulated with reference to the SMART framework. After the long-term and short-term goals are formulated, they are jointly reviewed and evaluated by professional doctors, psychologists or special education experts, and personalized adjustments and improvements are made according to the special circumstances of the children.
[0024] Furthermore, in the above-mentioned method of use, in S3, the IEP formulation module formulates sub-goals with shorter deadlines based on the short-term goals, and formulates a daily curriculum schedule and task list based on the sub-goals.
[0025] Furthermore, in the above-mentioned method of use, in S2, the child's personal information is uploaded to the IEP formulation module, and the IEP formulation module classifies and rates the child's information to generate a file.
[0026] It can be seen from the above technical solution that the present invention has the following beneficial effects:
[0027] ① The special education long-term and short-term goal setting and evaluation system and usage method of the present invention use professional evaluation tools to collect children's information, can accurately measure the development level of children in all aspects, avoid judgment errors, can conduct a comprehensive evaluation of children, help understand the overall condition of children, and provide information for personalized plans.
[0028] ② The special education long-term and short-term goal setting and evaluation system and usage method of the present invention use an AI big model to generate a child personal information evaluation form based on the collected information, so that educators and parents can accurately grasp the overall condition of the child.
[0029] ③ The special education long-term and short-term goal formulation and evaluation system and its use method of the present invention use the AI big model to quickly generate long-term and short-term goals for children's education, and formulate courses and task lists based on the goals, greatly improving the efficiency of course and task formulation. In addition, the AI big model is based on a large amount of educational data and follows professional theories and methods to generate goals and courses, which can avoid problems such as inaccurate goals and inappropriate educational methods caused by different personal professional knowledge and experience of educators.
[0030] ④ The special education long-term and short-term goal formulation and evaluation system and use method of the present invention use intelligent teaching aids modules and conduct teaching. During the teaching process, various information about children is collected and transmitted to the IEP formulation module. The IEP formulation module evaluates the children's learning status, physical condition and other information through the collected information, adjusts the learning difficulty in a timely manner, adjusts the short-term and long-term goals of learning, updates the curriculum and task list, ensures that the teaching tasks and goals meet the children's personalized needs, and fully taps the children's learning potential. As the teaching progresses, the short-term goals, long-term goals, curriculum and task list are continuously updated to ensure the continuity and effectiveness of education.
[0031] ⑤ The special education long-term and short-term goal setting and evaluation system and usage method of the present invention, in the process of setting short-term and long-term goals, professionals review the short-term and long-term goals set, and make timely adjustments and optimizations to avoid unreasonable goals and ensure children's learning effects. BRIEF DESCRIPTION OF THE DRAWINGS
[0032] Figure 1 A schematic diagram of the long-term and short-term goal setting and evaluation system for special education of the present invention;
[0033] Figure 2 A schematic diagram of a teaching course resource module of the special education long-term and short-term goal formulation and evaluation system of the present invention;
[0034] Figure 3 This is a schematic diagram of the intelligent teaching aid module of the special education long-term and short-term goal formulation and evaluation system of the present invention;
[0035] Figure 4 This is a relationship diagram of the long-term and short-term goal formulation and evaluation system for special education of the present invention. DETAILED DESCRIPTION
[0036] Example 1
[0037] like Figure 1 A special education long-term and short-term goal setting and evaluation system is shown, which includes: an information collection module for collecting children's personal information, an IEP setting module for setting long-term and short-term goals for children's learning, a teaching course resource module for arranging children's learning courses and providing teaching tools used in the courses, and an intelligent teaching aid module for assisting educators in auxiliary teaching.
[0038] The information collection module collects children's personal information by using assessment tools. The IEP formulation module includes electronic devices and medical platforms. After uploading children's personal information to the electronic devices and medical platforms, the AI big model configured in the electronic devices and medical platforms generates a child personal information evaluation form based on the collected children's personal information. The AI big model formulates long-term and short-term goals based on the child personal information evaluation form. The teaching course resource module transmits teaching tools and course information to the IEP formulation module. The intelligent teaching aids module and the IEP formulation module establish a data connection. The intelligent teaching aids module collects task completion status, learning time, unfinished task information and physical information and uploads them to the IEP formulation module.
[0039] Children's personal information includes: basic information, PLOP, medical and health status. The basic information includes: gender, age, family background, education history, medical and health status. The above PLOP indicates the child's current performance level, including 1. Learning ability: reading, writing, mathematics, etc.; 2. Language and communication ability: expressive language, receptive language, social communication; 3. Social skills: ability to interact with peers, understanding social rules and etiquette; 4. Behavioral performance: concentration, self-regulation, emotional management; 5. Self-care ability: personal hygiene, diet, dressing, etc. Information collection methods include: 1. Behavioral observation; observe children's behavior in the natural environment, such as home, learning, and community; 2. Standardized assessment, special education personnel use assessment tools to evaluate children's cognition, language, social aspects; 3. Teacher report; the child's teacher records the child's performance in school and forms a report, mainly including: performance in class, learning style, learning ability, personality traits, strengths and weaknesses. 4. Family feedback: prepare a list of questions to ensure that all aspects are covered, talk with parents, and understand the family background, the child's birth situation, growth experience, etc.
[0040] like Figure 2 The long-term and short-term goal setting and evaluation system for special education shown in the figure, the teaching tools include: visual resources, auditory resources, tactile resources, interactive resources. The course resources include: social communication courses, cognitive development courses, sensory integration courses, and self-care courses. Visual resources include pictures, picture books, and video materials; auditory resources include music, story audio, and natural sounds; tactile resources include toys, handmade materials, and massage tools; interactive resources include tablets and electronic chess boards. Social communication courses include social skills, non-verbal communication, and language expression; cognitive development courses include attention training, memory training, and logical thinking training; sensory integration courses include gross motor training, fine motor training, and sensory regulation training; self-care courses include daily living training, housework courses, and social life training.
[0041] like Figure 3 In the long-term and short-term goal setting and evaluation system for special education shown in the figure, the intelligent teaching aid module includes intelligent voice teaching aids, intelligent interactive devices, intelligent sensory teaching aids, and intelligent life-assisting teaching aids. The intelligent teaching aid module is provided with a monitoring device, which records the task completion status, learning time, unfinished tasks and other information during the use of children, as well as the children's behavior. Intelligent voice teaching aids include intelligent voice cards, intelligent voice robots, and intelligent tablets; intelligent interactive devices include intelligent robots and intelligent tablets; intelligent sensory teaching aids include intelligent motion sensors and intelligent tactile toys; and intelligent life-assisting teaching aids include intelligent dressing assistants and intelligent tableware. The monitoring device includes a visual detection device, an electrocardiogram sensor, a pressure detection device, and a sound detection device. The visual detection device tracks the focus and trajectory of the child's line of sight to understand the distribution of the child's attention during the task. The visual detection device monitors the child's behavior and posture to reflect their emotional changes. The electrocardiogram sensor detects the child's heart rate to reflect the child's emotional changes. The pressure detection device detects the pressure changes during the child's writing or operation process to reflect the child's emotional state and evaluate the child's control ability in fine movements. The sound detection device detects the surrounding environmental noise and the child's voice to evaluate the development of language ability.
[0042] like Figure 4 The method for using the long-term and short-term goal setting and evaluation system for special education shown includes the following steps:
[0043] S1: Use assessment tools to collect children's personal information through behavioral observation, standardized assessment, teacher report, and family feedback;
[0044] S2: Uploading the child's personal information to the IEP formulation module, and the IEP formulation module analyzes the child's personal information to generate a child's personal information evaluation form;
[0045] Educators upload the collected personal information of children to the IEP formulation module, let the AI big model classify and organize the children's information, rate the classified information, and then generate a file. Educators require the AI big model to classify children's information into the following categories: 1. Basic personal information, including age, gender, and family background. 2. Physiological condition; including health status, sensory ability, and motor development. 3. Psychological development, including cognitive ability, language ability, social ability, interests and hobbies. 4. Educational experience, including learning experience, learning style, and evaluation results. Educators check the generated files and focus on checking the evaluation results to ensure the accuracy of the files.
[0046] S3: The IEP formulation module formulates the child's personalized long-term and short-term goals according to the child's personal information evaluation form, and feeds back the long-term and short-term goals to the educator;
[0047] S4: The educator uploads the teaching tools and course information to the IEP formulation module, and the IEP formulation module formulates a curriculum and task list based on the existing teaching tools and course information;
[0048] S5: Educators assign intelligent teaching aids modules to educate children according to the curriculum and task list;
[0049] S6: The intelligent teaching aid module records the task completion status, learning time, unfinished task information of children during use, records the focus and trajectory of children's vision, monitors children's behavior and posture, detects children's heart rate; detects pressure changes during children's writing and operation, detects surrounding environmental noise, and records children's voices; the intelligent teaching aid module uploads the recorded information to the IEP formulation module;
[0050] S7: The IEP formulation module receives information transmitted by the intelligent teaching aids module, adjusts the short-term goals according to the received information, adjusts the long-term goals according to the short-term goals, and regenerates the curriculum and task list according to the short-term goals.
[0051] In S3, the SMART framework is used to formulate long-term and short-term goals. After the long-term and short-term goals are formulated, they are jointly reviewed and evaluated by professional doctors, psychologists or special education experts, and personalized adjustments and improvements are made according to the special circumstances of the children.
[0052] In the above S3, the IEP formulation module formulates shorter-term sub-goals based on the short-term goals, and formulates a daily curriculum and task list based on the sub-goals.
[0053] In the above S2, the child's personal information is uploaded to the IEP formulation module, which classifies and rates the child's information to generate a file. The information is uploaded to the electronic equipment and medical platform configured with the AI big model, which classifies and rates the child's information to generate a file.
[0054] In S3 above, when setting goals, the AI big model must refer to the SMART framework, including the specificity of the goals: pointing out the behaviors and skills to be achieved based on the specific needs and abilities of the children. For example, to improve language expression ability, the goal should be set as: children can express their demands in simple words under the prompting of teachers or parents. To improve children's social skills, the goal should be set as: children can actively make eye contact with their peers for more than 3 seconds. To improve children's fine motor development, the goal should be set as: children can use scissors to cut a straight line with a length of 5 cm. The above goals can let parents, teachers and therapists know the direction of their efforts clearly, which is convenient for evaluating children's progress.
[0055] Measurability of goals: Goals are measurable and can determine whether they have been achieved. For example, the goal: children can actively make eye contact with their peers for more than 3 seconds. The above goal can be measured by time. Children can cut a straight line with scissors with a length of 5 cm. The above goal can be measured by length. It can be measured through standardized assessment tools, such as the Preschool Language Development Scale and the Chinese Communication Development Scale to assess language development ability, and the Social Responsiveness Scale and the Wenlan Adaptive Behavior Scale to assess social adaptability.
[0056] Achievability of goals: Goals are set based on children’s existing abilities and reasonable efforts. Take into account individual differences and developmental levels of children. For example, if a child can only make eye contact with a peer for 2 seconds, set a goal: the child can make eye contact with a peer for 3 seconds or more. If a child can only say a single word, set a goal: the child can form a simple sentence with two words.
[0057] Relevance of goals: Short-term goals should be related to children's long-term goals and overall development needs. Short-term goals should be set as steps to achieve long-term goals. For example, the long-term goal is that children can engage in social activities independently. Short-term goals should include: being able to actively make eye contact with others, being able to express their needs in simple language, and being able to participate in group activities. When establishing short-term goals, short-term tasks should be determined based on the child's development level. If the short-term goal is to be able to actively make eye contact with others. At this stage, children can only make eye contact with their peers for 2 seconds. The short-term task is for children to be able to make eye contact with their peers for 3 seconds or more. In the process of setting short-term goals, attention should be paid to the priority of short-term goals. For example, eye contact is the basis of social interaction, so it should start with eye contact. Language expression is an important part of social interaction, and language expression provides the necessary tools for participating in group activities. The order of short-term goals should be arranged flexibly for different children.
[0058] Timeliness of goals: Short-term goals should have clear time limits so that they can be evaluated and adjusted in time, and also allow children to clarify their tasks and goals, and enhance their motivation and enthusiasm for learning. The time limit is determined by the difficulty of the goal and the child's development level. For example, a simple short-term goal can be set to be completed within 3-6 months, while a more difficult goal may take a year or more. Sub-goals for each school can be set in the short-term goals. For example: Within 3 months, the number of times children actively interact with their peers in group activities increases to more than 5 times per class. Sub-goals include: In the first month, students can actively greet their peers at least twice in group activities. In the second month, they can actively initiate simple conversations with their peers at least three times without direct guidance from the teacher. In the third month, children can actively have short conversations with their peers at least four times in group activities. When setting time limits, it is also necessary to take into account the individual differences and special needs of children to ensure the rationality and feasibility of the goals.
[0059] The above embodiments are exemplary, and their purpose is to illustrate the technical concept and features of the present invention so that people familiar with this field can understand the content of the present invention and implement it accordingly, and they cannot limit the protection scope of the present invention. Any equivalent changes or modifications made according to the spirit of the present invention should be included in the protection scope of the present invention.
Claims
1. A special education long-term and short-term goal setting and evaluation system, characterized by: It includes: An information collection module for collecting children's personal information, an IEP formulation module for formulating long-term and short-term goals for children's learning, a teaching course resource module for arranging children's learning courses and providing teaching tools used in the courses, and an intelligent teaching aid module for assisting educators in auxiliary teaching.
2. The special education long-term and short-term goal setting and evaluation system according to claim 1 is characterized by: The information collection module collects children's personal information by using an assessment tool; The IEP formulation module includes an electronic device and a medical platform. After the child's personal information is uploaded to the electronic device and the medical platform, the AI big model configured by the electronic device and the medical platform generates a child's personal information evaluation form based on the collected child's personal information. The AI big model formulates long-term and short-term goals based on the child's personal information evaluation form. The teaching course resource module transmits the teaching tools and course information to the IEP formulation module; The intelligent teaching aid module and the IEP formulation module establish a data connection. The intelligent teaching aid module collects task completion status, learning time, unfinished task information and physical information and uploads them to the IEP formulation module.
3. The special education long-term and short-term goal setting and evaluation system according to claim 2 is characterized by: The assessment tools include: Wechsler Intelligence Scale for Children, Child Adaptive Behavior Rating Scale, Language Delay Examination, Gross Motor Function Test Scale, Child Behavior Scale, Autism Behavior Scale, and Autism Diagnostic Observation Scale.
4. The special education long-term and short-term goal setting and evaluation system according to claim 2 is characterized by: The teaching tools include: visual resources, auditory resources, tactile resources and interactive resources, and the course resources include: social communication courses, cognitive development courses, sensory integration courses and self-care courses.
5. The special education long-term and short-term goal setting and evaluation system according to claim 1 is characterized by: The intelligent teaching aid module includes intelligent voice teaching aids, intelligent interactive devices, intelligent sensory teaching aids, and intelligent life-assisting teaching aids; the intelligent teaching aid module is provided with a monitoring device, which records the task completion status, learning time, unfinished task information, and child physical information during the use of the child.
6. The special education long-term and short-term goal setting and evaluation system according to claim 5, characterized in that; The monitoring device includes a visual detection device, an electrocardiogram sensor, a pressure detection device and a sound detection device; the visual detection device tracks the focus and trajectory of the child's vision; the visual detection device monitors the child's behavior and posture; the electrocardiogram sensor detects the child's heart rate; the pressure detection device detects the pressure changes during the child's writing or operation process; and the sound detection device detects the surrounding environmental noise and the child's voice.
7. A method for using the special education long-term and short-term goal setting and evaluation system according to any one of claims 1 to 6, characterized in that: The steps include: S1: Use assessment tools to collect children's personal information through behavioral observation, standardized assessment, teacher report, and family feedback; S2: Uploading the child's personal information to the IEP formulation module, and the IEP formulation module analyzes the child's personal information to generate a child's personal information evaluation form; S3: The IEP formulation module formulates the child's personalized long-term and short-term goals according to the child's personal information evaluation form, and the IEP formulation module feeds back the long-term and short-term goals to the educator; S4: The educator uploads the teaching tools and course information to the IEP formulation module, and the IEP formulation module formulates a curriculum and task list based on the existing teaching tools and course information; S5: The educator assigns the intelligent teaching aids module to educate the child according to the curriculum and task list; S6: The intelligent teaching aid module records the task completion status, learning time, unfinished task information of children during use, records the focus and trajectory of children's vision, monitors children's behavior and posture, detects children's heart rate; detects pressure changes during children's writing and operation, detects surrounding environmental noise, and records children's voices; the intelligent teaching aid module uploads the recorded information to the IEP formulation module; S7: The IEP formulation module receives information transmitted by the intelligent teaching aids module, and adjusts the short-term goals according to the received information. The IEP formulation module adjusts the long-term goals according to the short-term goals, and the IEP formulation module regenerates the curriculum and task list according to the short-term goals.
8. The method for using the special education long-term and short-term goal setting and evaluation system according to claim 7 is characterized by: In S3, the SMART framework is used to formulate long-term and short-term goals. After the long-term and short-term goals are formulated, they are jointly reviewed and evaluated by professional doctors, psychologists or special education experts, and personalized adjustments and improvements are made according to the special circumstances of the children.
9. The method for using the special education long-term and short-term goal setting and evaluation system according to claim 7 is characterized by: In the above-mentioned S3, the IEP formulation module formulates shorter-term sub-goals based on the short-term goals, and formulates a daily curriculum and task list based on the sub-goals.
10. The method for using the special education long-term and short-term goal setting and evaluation system according to claim 7, characterized in that: In the above-mentioned S2, the child's personal information is uploaded to the IEP formulation module, and the IEP formulation module classifies and rates the child's information to generate a file.