Psychological diagnosis as a counseling resource in developmental disorders in children

We consider the issues of psychological assistance for children with intellectual disability who participate in integrated and inclusive schooling programs. The content of the teachers’ and parents’ typical queries to the psychologist is defined. We discover the meaning and the objectives of the psychologist’s diagnostic activity that is viewed both as a basic component of the main directions of psychological assistance and as a resource for special counseling practice. The model of functional diagnosis is proved to be expedient as it allows ordering the data obtained by clinical, psychological and pedagogical examination of the child and provides the productive interaction between specialists from various disciplinary fields. We describe the unified criteria and generalized parameters for typological differentiation of children with intellectual disability, which is essential in order to choose the educational path for the child and organize the special conditions for his/her studies.

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