PEDAGOGICAL DIAGNOSTICS IN INCLUSIVE EDUCATION: ASSESSING LEARNING PROGRESS OF STUDENTS WITH SPECIAL NEEDS
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Inclusive education requires a comprehensive system for identifying, monitoring, and supporting the educational progress of students with special needs. Pedagogical diagnostics serves as a key mechanism that enables teachers to evaluate individual learning dynamics, detect difficulties, and design personalized educational pathways. This paper provides a theoretical and analytical overview of the concept, functions, and methodological foundations of pedagogical diagnostics in the context of inclusive education. It explores modern diagnostic approaches-such as formative assessment, competency-based evaluation, and digital diagnostic tools-and their role in ensuring equitable and adaptive learning environments. The article emphasizes the importance of diagnostic competence among teachers and discusses challenges faced in implementing pedagogical diagnostics in inclusive classrooms. Based on a synthesis of contemporary research and pedagogical theories, recommendations are proposed for improving diagnostic practices to enhance the educational development of students with special needs.
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