Pedagogical diagnosis in intelectual disability

Abstract

The goal of this study is to use the interpretation to comprehend the mechanisms used in the multiple attention centers dependants on special education in the state, and that attends to the students with disability. The research focuses on addressing the participants in four key aspects of conducting the pedagogical diagnosis as a constant practice of evaluation at the beginning of school cycles. Their experiences are exposed in each evaluation process: the arguments during the selection of instruments, application, and interpretation in addition to the description of their professional needs in this regard. A methodology of the qualitative nature was used, with the help of educational ethnography. The observation and the interview were key in the field work to strengthen the subsequent analysis and interpretation of data. Group teachers and the interdisciplinary support team of different state multiple service centers formed the group of informants. The conclusions obtained guide the substantial improvement in the accomplishment of the pedagogical diagnosis of high importance, in the consolidation of inclusive schools.