Składowe procesu diagnozy pedagogicznej i ich postrzeganie przez nauczycieli szkół ogólnodostępnych i integracyjnych – raport z badań (cz. 2)
The Process of Pedagogical Diagnosis and its Components in the Opinion of Teachers of Mainstream and Inclusive Schools - Research Report (Part 2).

Summary/Abstract: Taking appropriate actions to stimulate the development of the student and to support his/her delayed or disturbed spheres of development requires recognition of the problem by conducting a diagnosis aimed at getting to know the examined child and their difficulties. The purpose of the study was to find out the opinions of teachers of mainstream and integrated schools on the process of pedagogical diagnosis and its components and their selected determinants. The study used the method of a diagnostic survey carried out with the use of the questionnaire technique. The questionnaire consisted of two parts. The first part consisted of two open-ended questions concerning the understanding of the idea of diagnosis and therapy by the surveyed teachers. The second part consisted of closed (categorized) questions related to various aspects of the process of pedagogical diagnosis and therapy. For the purpose of this article, only the responses from part two of the questionnaire related to the process of diagnosis and its components were analysed. The research presented here refers to the evaluations of the process of pedagogical diagnosis including its most important components emerging from the beliefs of the surveyed teachers of mainstream and inclusive schools working with children with special educational needs. In addition, the analysis of the research results shows the perception of the process of pedagogical diagnosis by the surveyed teachers from the perspective of its selected components, which made it possible for us to determine the structure of this process crystallized in the opinions of teachers of mainstream and inclusive schools. Significant statistical differences were found in relation to the indication of knowledge and communication as important components of the process of pedagogical diagnosis by teachers of mainstream schools with additional qualifications.

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