Podejście kategorialne w pedagogice specjalnej i psychologii klinicznej
Categorial Approach in Special Pedagogy and Clinical Psychology

Summary/Abstract: The aim of the article is to analyze the possibilities and limitations ofapplying the categorical approach in diagnosis and research in thefields of special pedagogy and clinical psychology. Based on a liter-ature review, the essence of the categorical approach is examined.John S. Rolland’s concept is cited as an example of this approachin psychology, which assumes that specific biological health dys-functions, particularly chronic diseases, impose distinct psychosocialdemands on both individuals experiencing them and their families.The article explores the historical context of the emergence of thisparadigm in the study of individuals with health disorders, as wellas current trends based on modified diagnostic systems. It definesthe paradigmatic shifts that have influenced the definition of specialeducation and the dual nature of its development, expressed in thecoexistence of two theoretical perspectives: medical and social. Boththe limitations—such as difficulties in researching individuals withrare diseases or the risk of stigmatization—and the advantages—suchas the precision in selecting study groups and the increased objectivityof clinical measurements—of the categorical approach in special ped-agogy and clinical psychology are discussed.

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