Marco teórico–conceptual del diagnóstico psicopedagógico de los estudiantes con NEE en un contexto inclusivo
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Abstract
The theoretical -conceptual framework of the psychopedagogical diagnosis was presented. The objective of this work was to present the theoretical underpinnings of psychopedagogical diagnosis in the context of inclusive education. The content of the article was part of an investigation with the option of the title Master in Education, Inclusion in Education and Attention to Diversity. It was based on an assessment of the definitions of diagnosis, principles and objectives of psychopedagogical diagnosis, functions of psychopedagogical diagnosis and types of diagnosis. Theoretical methods such as analysis and synthesis were used, from the abstract to the concrete and the logical historical, which allowed for the theoretical-conceptual assessment of the psychopedagogical diagnosis in the context of inclusive education.
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