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1、学困生帮扶工作方案主体多元教育改革的主旨是关注关爱每一个孩子，让每个孩子成为最佳的我。这也是贯彻落实义务教育法、未成年人保护法的基本要求。为深化主体多元教育改革，全面提高全体学生的素质，保障“学困生”（身体有缺陷、品行有缺陷、学习有困难、家庭有困难的少年儿童）享受平等义务教育的权力，特制定xx区“学困生”帮扶工作方案。一、全面排查各学校要以班为单位对学生进行全面调查，认真排查身体有缺陷、品行有缺陷、学习有困难、家庭有困难等因素导致的“学困生”，并做好统计上报工作。二、分类建案按肢体有缺陷、品行有缺陷、学习有困难、家庭有困难、等学困状况，分类建立个人档案。三、帮扶机制（一）贫困生报告制度对家庭贫
2、困导致学困的学生，实行报告制度。每学期开学一月内学校上报教体局学生家庭贫困状况，教体局汇总上报区政府，协调相关部门、社会各界对贫困生进行救助，不能使一个孩子因为贫困而辍学。（二）学困生帮扶制度对已确认的“学困生”，各校、各班分类组织安排结对帮扶，实行承包责任制，行政人员包班级，班主任、任课教师包人头。做到明确转化目标，责任落实到人。学校、班级倡导、组织本校、本班少年儿童奉献爱心活动，主动与“学困生”拉起手，形成学习、生活帮扶对子。（三）家校联合教育制度学校和班主任、教师要与“学困生”家长及时沟通，以取得家长的配合和帮助；采取多种形式，加强对“学困生”家长的培训，进一步了解“学困生”各方面的状况
3、，努力形成学校、家庭的教育合力，促进“学困生”的转化，并做好记录。（四）跟踪流程管理制度对“学困生”的帮扶转化工作，各校、各班级要实行跟踪调查反馈制度，建立“学困生”转化情况记载本，建立“学困生”流程管理记录，对其家庭、社会、学校的成长过程进行跟踪调查，及时鼓励与引导，扬长避短，防微杜渐。（五）特殊教育制度“三残”儿童是身体有缺陷“学困生”中的特殊群体，是经县级以上医疗部门鉴定的盲、聋哑、弱智三类残疾儿童、少年。1、对能够坚持学习，生活能够自理的，采取随班就读、就近入学的原则。残疾儿童少年随班就读的入学年龄和在校年龄可适当放宽。并填写“随班就读残疾儿童少年登记表”，记录随班就读学生转化记录。2
4、、对不能随班就读的“三残”儿童，建议到特殊教育学校，接受特殊教育。3、成立 “特殊教育班”，提高“三残”儿童入学率。xx区将成立特殊教育班。对经县级以上医疗部门认定的“三残”儿童，且不能随班就读的学生，经家长同意后，到xx区“特殊教育班”就读。四、奖惩措施将“学困生”帮扶转化工作纳入学校、教师的考核方案中，与教师的评优、绩效工资和职称评定挂钩。每学期教体局对此项工作检查考核。对转化“学困生”工作实绩突出的学校、教师进行表彰奖励。对转化成效差的学校、班级进行通报批评，责任倒查，责任追究。确实保证教育和转化“学困生”工作落到实处，收到实效。QcWA3PtGZ7R4I30kA1DkaGhn3XtKk
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