Uwarunkowania diagnozy funkcjonalnej a strategie pracy w relacji szkolnej z uczniami ze zróżnicowanymi potrzebami edukacyjnymi – w opiniach nauczycieli i studentów pedagogiki specjalnej
Determinants of functional diagnosis and strategies of work in school relations with students with diverse educational needs – in the opinions of teachers and students of special education

Summary/Abstract: Currently, functional diagnosis is becoming an essential part of teaching and learning processesat school. It allows for the identification of students’ needs and the adaptation of teaching strategiesto the individual skills and abilities of each student. To properly perform a functional diagnosis,it is necessary to consider many conditions. This paper focuses on the analysis of the mostcurrent concepts concerning the essence, assumptions, characteristics and principles related tothe functional diagnostic process, which are the result of many years of theoretical, practical andscientific work of a large group of specialists investigating this issue. The paper also presentsa fragment of the author’s research on the perception of functional diagnosis and its determinantsin the current educational reality by active teachers and students of special education. A qualitativestrategy was used. The method of a semi-structured, individual written interview was applied. This study also contains conclusions from the research, observations and implications for pedagogicalpractice regarding factors that may foster better effectiveness of the diagnostic process,and the strategies applied in educational and therapeutic work with students with diverse needsin institutions available to general public.

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