PSYCHOLOGICAL-PEDAGOGICAL DIAGNOSTICS IN INCLUSIVE EDUCATION: CONTENT, TASKS, AND FUNCTIONAL INDICATORS

Abstract

The modernization of the global educational paradigm necessitates a transition from exclusionary practices to inclusive environments. Psychological-pedagogical diagnostics serve as the cornerstone of this transition, providing the empirical basis for tailoring education to diverse learner needs. This article provides a comprehensive analysis of the diagnostic process within inclusive settings. It explores the shift from deficit-based assessments to resource-oriented evaluations, delineates the core tasks of multi-disciplinary teams, and identifies functional indicators for measuring social and academic integration. By leveraging frameworks from UNESCO and UNICEF, the study emphasizes the role of continuous monitoring in ensuring educational equity.