DIAGNOSIS

PSYCHOEDUCATIONAL
 VICTOR H. SARMIENTO C.

D diagnosis
P psychopedagogical ——————————
PSYCHOPEDAGOGICAL DIAGNOSIS

D.R. © 2017 by Lic. Víctor H. Sarmiento C.

Particular edition
Peace, Bolivia

Partial or total reproduction of this is prohibited

La Paz-Bolivia work without the author's consent.
2017
 PROLOGUE

The psychopedagogical diagnosis is one of the important tasks that

should be carried out by psychopedagogues. In reality, all professionals
university students who perform their profession with seriousness must start from a
diagnosis of its object of study in order to make the best decisions
adequate concerning what will be done in the near or distant future.
There is not much bibliography regarding the topic of this book; therefore
it is necessary to make available to the students immediately
university students and professionals in this field a work that guides them in the
Practice for them to carry out their tasks with professional responsibility.
In principle, according to the author's wishes, this work had to
to be part of a larger work called Educational Evaluation; but
since its execution requires a lot of effort and time, it was not with-
coming to wait for its conclusion and delaying its publication. For that reason, it
edit this book in advance.
It is the author's wish that the content of this work satisfies the expectations.
feedback from students, interns, and professionals who consult it.

The author

v
Educational objective
The educational objective of this unit and the corresponding university course
that the student acquires these skills:

KNOWLEDGE KNOWLEDGE
INFORMATIVES PROCEDURAL

1. Definition of the concept diag- Carry out a process of

psychopedagogical diagnosis. psychopedagogical diagnosis.
Principles of psycho-diagnosis
educational. psychopedagogical
3. Purposes of the psychological diagnosis
copedagogical.
4. Functions of psychological diagnosis
pedagogical.
5. Object of the psychological diagnosis
pedagogical.
6. Methodology of the psychiatric diagnosis
co-pedagogical.
7. Models of psycho-diagnosis
pedagogical.

AXIOLOGICAL KNOWLEDGE
Impartiality, vocation for education, and respect for the dignity of the
people.

seven
 provide the most appropriate educational response in certain situations
delicate or conflicting moments of their schooling2We can understand
that this definition emphasizes conducting a thorough evaluation (not
superficial) of some students who go through delicate moments or
conflictive in school. It is understood that this evaluation, due to being
1. GENERAL CONSIDERATIONS deep, it must be individual; but Cardona et al. say that the
Psychopedagogical diagnosis can be individual or group.
In this work, we define psychopedagogical diagnosis as a pro-
evaluation process that allows to know or determine the status, condition or
The psychopedagogical diagnosis is part of the educational assessment;
situation in which a person finds themselves in aspects that interest their
the concepts, purpose, data collection techniques and
education and taking into account variables related to their physical development,
data processing as well as the components of the evaluation are applied
to the psychopedagogical diagnosis. cognitive and socio-emotional. The term cognitive implies aspects such
as their psychological functions (attention, perception, memory, learning
design, language and thought), informative knowledge about the subject-
1.1. DEFINITIONS
school or academic trips (theory), formative knowledge generated
The diagnosis, also known as diagnostic assessment — term mental (knowing how to do something manually, physically, and mentally) and knowledge-
which refers to the diagnostic function of the evaluation, within its axiological elements (ethical, aesthetic, and religious values). Note that the
various functions—, is a phase inherent to all rational action, of all action most of the variables require an individual assessment. What
conscious. To diagnose, in general terms, means to collect and analyze it could be evaluated in groups is the part referring to their curricular knowledge
data to evaluate problems of various natures (Dictionary of the Royal LARES: language, mathematics, and general knowledge.
Spanish Academy.
Regarding the topic at hand, Buisán and Marín, cited by M. 1.2. PRINCIPLES OF PSYCHOPEDAGOGICAL DIAGNOSIS
Cristina Cardona et al. (p. 13) consider the psychopedagogical diagnosis
On the website whose address we mention below3, are proposed
as a process through which "one attempts to describe, classify, predict and,
four principles of psychopedagogical diagnosis under the title of princi-
In your case, explain the behavior of a student in the school context.
basic elements of psychopedagogical evaluation: functional character, character
The diagnosis includes a set of measurement and evaluation activities.
dynamic, scientific character, and educational and cooperative character. It takes-
from the person (or group) or from the institution in order to provide an
take into account adding and clarifying whatever is relevant.
"orientation."1 From what can be seen, this definition emphasizes on
some of the purposes of diagnosis: describe, classify, predict and a) Functional character. It must serve to make decisions regarding the pro-
explain. teaching-learning process, for this, students will be evaluated by taking
The document published on the Internet, whose address is indicated at the bottom of reference of curricular learnings and their conditions, all of it in
the page says that 'we understand psychopedagogical assessment as a natural educational conditions.
evaluation modality that develops within the process of This principle emphasizes the ultimate purpose of any evaluation process:
teaching-learning to deepen knowledge of aspects make decisions; and in the case of psychopedagogical diagnosis, the decision-making
personal and school matters of certain students. It should be understood as decisions are related to establishing the conditions for
a type of assessment that underpins decision-making for educating access to the best educational opportunities that favor their
development, taking into account its limitations and potentialities.
1
CARDONA M., María Cristina, Esther CHINER SANZ and Ana LATTUR DEVESA
2
(2006).Psychopedagogical Diagnosis: Basic Concepts and Applications.Spain: http://es.wikipedia.org/wiki/Evaluaci%C3%B3n_psicopedag%C3%B3gica
3
University Club. Unable to access external content or perform translations on web links.
1 2
 b) Dynamic character. We must determine the learning potential for detected needs." Finally, the corrective function is characterized by
think of possible aids for the student's development. reorganize the current situation through the application of intervention and
Although that statement does not clearly indicate whether it refers to students with the timely recommendations.
notable disabilities or students with manageable difficulties, we can But, in addition to those functions, the cited work presents a picture whose
expand the idea by saying that the diagnosis should help to uncover the Authorship belongs to Dueñas (2002), who mentions these other functions:
potential that the student has in some areas in which they can apply description o selection
his capabilities and skills, disregarding those in which he has serious restructuring, prevention and correction.
limitations. Of course, this means making a curricular adaptation
individuals who may not allow him to continue university studies; but 1.4. PURPOSES OF PSYCHOPEDAGOGICAL DIAGNOSIS
that allows him to function in life with as much normality as possible. Within the general considerations, it is also appropriate to address the topic
c) Scientific character. For the collection and analysis of data, one must have of the purposes of psychopedagogical diagnosis. This is a delicate topic
consider the most relevant variables and evaluate working hypotheses. because in the bibliography on educational evaluation, the evaluation
diagnostic and psychopedagogical diagnosis, the purposes are mentioned
The psychopedagogical diagnosis in particular as well as the evaluation in as if they were objectives. The distinction between goal and purpose will have to
in general, they resort to the methodology of scientific research to re- to be a subject of reflection in some work on curricular design; but
collect and process data; but also to operationalize variables and, in their
anticipating that and even at the risk of introducing controversy, let us carry out
case, formulate hypotheses. that distinction. The objective refers to an immediate achievement, and as stated
d) Educational and cooperative character. It should be a complement to the Luis A. Lemus (cited by the publication of the Ministry of Education and
evaluation of the ordinary curricular competence for which they must participate Culture, General Directorate of Education: Consultation Manual for the
all professionals that impact the subject of the assessment. Teachers from Bolivia, year 1977), the objective is close, concrete, immediate,
Ordinary curricular competence refers to what the school practical and real. In that sense, it would answer the question what is it that
Do you want to achieve it immediately? Instead, the purpose refers to the end for which it was created.
program for different school grades. Outside of those competencies
curricular, the psychopedagogical diagnosis evaluates aspects that correspond that something is done; so we will consider the purpose as the remote,
They respond to physical, cognitive, and socioemotional development. When it says everyone that which answers the question what for...?
the professionals who influence the subject of evaluation refers to the With that point clarified, we can say that the objective of a diagnosis
psychologist, to the doctor and also to a social worker. psychopedagogical is to determine4the state, condition or situation in which one finds themselves
find a person in aspects that interest their education; that is the
1.3. FUNCTIONS OF PSYCHOPEDAGOGICAL DIAGNOSIS immediate. In contrast, the goals, which refer to the mediate and
responding to the question: what is the purpose of diagnosis? it would be the si-
Buisán and Marín, cited by Cardona et al. (p. 15). Mention four next:
functions of psychopedagogical diagnosis: a) preventive function and
predictive; b) function of identifying the problem and its severity; c) a) Identify educational and developmental needs in general.
guidance function; d) corrective function. b) Check the student's progress in their learning and development
in general.
The preventive function refers to 'knowing the possibilities and c) Make decisions about the student's school situation with
individual's limitations to foresee future development and learning. regarding your promotion to the next immediate grade, to an attention
The function of identifying the problem and its severity relates to personalized psychopedagogical or referral to other pro-
investigate the personal or environmental causes that hinder development of the professionals: doctor, psychologist or social worker.
student to modify or correct them. The guiding function has the
purpose of 'proposing guidelines for intervention, in accordance with the 4
To determine means to set the terms of something, to discern, and to distinguish.
3 4
 d) Place the student in the group or in the level of mastery at the beginning h) It must be participatory, as it should involve as many teachers as possible.
of the learning process (Dueñas, 2002, apud Cardona, p. 16)5. have a direct influence on the student, in addition to parents, teachers,
e) Reorganize the current or future situation to achieve evolution professor-tutor and advisor.
positive (ib.) It must be provided, that is to say, adjusted to the characteristics of each
f) Analyze the needs to reach an adequate decision-making. particular student and the educational needs they present.
decisions on the advisability of implementing a program or not It must have a multidisciplinary approach, as its development must have
intervention (ib.). take into account the degree of achievement of the objectives of all subjects that are
g) Solve problems in the individual, group, or community context the student is taking the course.
(ib).
k) It must be weighted6trying to determine as much as possible the achievement of the
objectives of the subjects I am taking.
1.5. CHARACTERISTICS OF DIAGNOSIS
PSYCHO-PEDAGOGICAL
Below we present verbatim eleven characteristics of the diagnosis
psychopedagogical as it is found on the webpage whose
address isThe provided text is a URL and cannot be translated.under the title
of psychopedagogical evaluation. We made the grammatical corrections and
orthographic rules necessary regarding the use of capital letters and the
grammatical concordance with the noun diagnosis.
a) It must be integrative in that it must consider all learning
student designs to determine what educational needs he/she has
It should have a procedural nature, as its development constitutes a pro-
systematized process in which each one, in their moment, individually or jointly
Specifically, the classroom teachers, the tutor teacher, and the counselor must intervene.
school pain.
c) It must be coherent, as its implementation must be adapted to the
needs of each student, in order to adjust their educational process as much as possible.

d) It must be planned according to the strategies jointly adapted by

the educational team, teacher-tutor and counselor.
e) It must be contextualized, in such a way that it is suitable for the characteristics of
student, taking into account their social, school, and family context.
f) It must be exhaustive, in such a way that it provides extensive information on
quantity and quality of all areas that need to be evaluated.
g) It must be rigorous, as it should reflect the reality of all the elements that
they intervene in it.

6
To ponder means to determine the weight of something; to examine a matter carefully.
counterbalance and balance. In mathematics, it means to assign a weight to an element with
5
Dueñas presents this purpose as a goal. the purpose of obtaining the weighted average.
5 6
 In third place, we have the variable school history, which will have as
dimensions age, year, school grade, geographical area (city,
province or rural area) and, if possible, its degree of utilization.
The current conditions of underdevelopment come next.
2. THE OBJECT OF THE DIAGNOSIS Nativocon dimensions related to its attention, perception, and memory.
(basic psychological functions), linguistic intelligence, intelligence
PSYCHOPEDAGOGICAL mathematics, general knowledge, and logical thinking.
Another variable that must be taken into account is motor development. Its
dimensions must be adapted to the age of the subject being evaluated. If it is
As we had already highlighted in previous chapters of this work, the object Children under six years old can consider the dimensions that are recommended.
from an evaluation refers to the variables that need to be assessed. The same the theory of psychomotricity: body schema, laterality, balance
occurs with the psychopedagogical diagnosis, with the difference that this static and dynamic, gross motor skills, fine motor skills and affective relationship
the last must strive to be exhaustive and cover more variables than the object of motor. In the case of adolescents, information can be gathered from
a common and ordinary diagnosis. Physical Education teacher to learn about their sports skills.
To determine the variables that should be taken into account in a The variable of socio-emotional development is also important. Among its
psychopedagogical diagnosis let's remember what was said in the third defense- dimensions we can mention interpersonal intelligence, intelligence
definition exposed in the previous chapter: "variables related to its development" intrapersonal and emotional intelligence with its subdimensions:
physical, cognitive and socioemotional”. This gives us a first guideline about what knowledge of one's own emotions, management of one's own emotions
what should be diagnosed with respect to the student himself; but how self-motivation, empathy, and management of human relationships. These di-
the family and the school itself also influence their development, they must dimensions correspond to recent theories of multiple intelligences.
add variables related to those contexts. We obtain other guidelines Other authors resort to previous theories to determine the dimensions.
of the models of psychopedagogical diagnosis proposed by different Then we have the contextual variables, among which we can
authors and the theory presented in Cardona's work (op. cit). It should be emphasized, mencionar las siguientes:entorno familiar,entorno escolarycontexto
however, the diagnosis we are referring to aims to be exhaustive and social. In the first variable, these dimensions can be determined:
deep, according to the environments, the possibilities, the techniques and the family structure, level of education of the relatives, characteristics
instruments we have; moreover, the choice of variables must socioeconomic and religious inclinations. The second variable corresponds to
adapt to the age of the learner. these dimensions would be considered: infrastructure and equipment, organizational climate
That said, let's specify the variables that can be diagnosed. national and level of prestige of the educational institution.
In your case, we will also refer to your dimensions. First of all,
we have the variable affiliation, understood as the general reference data
of any individual. The indicators will be specified in the chapter
corresponding to the models of psychopedagogical diagnosis.
Secondly, we have the variable general development among which
dimensions we can mention the following: anthropophysics data (size,
weight and ethnic characteristics), health history (pregnancy and birth
care and postnatal feeding. serious illnesses or accidents
and current state), relevant personal conditions (capabilities
cognitive, sports, musical or manual outstanding abilities, disability and
self-concept), learning style or characteristics of their study method.
What is indicated in parentheses corresponds, in this case, to the indicators.
7 8
 In other cases, that data can be obtained through observation.
documentary, if the student already has a record in the institution to the
that attends.
For the general development variable, it can be seen that it is needed.
3. METHODOLOGY instruments to measure height and weight measurement method. Then it
There must be an interview with the student and their parents or guardians. The
presence or absence of the child when conversing with the parents is determined
mine according to the degree of delicacy of what is to be asked. At some
A very convenient way to approach this topic is to take advantage of the Maybe it would be better for the child to wait outside.
theory developed by the methodology of scientific research. It is thus The variable school history also requires the technique of the
that the methods and techniques of data collection can be grouped into structured interview. For the dimension of degree of utilization
Four classes: observation, measurement, interview, and questionnaire. needs to see the student's notebooks.
In the diagnosis of cognitive development, techniques will have to be applied.
3.1. DATA COLLECTION TECHNIQUES measurement tools through tests and criterion tests: attention test
complemented with observation of behaviors, memory tests,
The corresponding information for the affiliation variable is recorded at the beginning of the interview.
exploration of perceptual capacities through sensory tests, test
with the student. In this case, a form must be ready with the or criterion test for linguistic intelligence; the same for the
corresponding indicators to be filled immediately. That mathematical intelligence and criterion tests for knowledge
the form could have this format: general. The legibility of your handwriting can also be complemented with the
documentary observation of the student's notebooks; this way it will be possible to see if
AFFILIATION FORM
There are indicators of dysgraphia.
For motor development, it is recommended, in principle, the scale
FIRST AND LAST NAMES: ...............................................
abbreviated by Nelson Ortiz, the Frostig test and other tests that he
SEX: ………… The psychopedagogue will be able to apply based on the dimensions of the psycho-
motor skills.
…………………………………………… The socio-affective development can be evaluated by resorting to observation.
PLACE OF BIRTH: ....................................................... behavior modification and the interview both with the student and with others
people who have observed it for a long time; in this case it could
AGE: ………………….. be your teacher at the educational unit. There are tests for intelligence
SCHOOL GRADE: .......................... emotional based on questionnaires1, but it is more reliable to carry out a
EDUCATOR OF THE STUDENT: ................................
prolonged observation.
The family environment variable can primarily be evaluated through
ADDRESS: ………………….. an interview with the parents; it is very difficult to conduct an observation
direct. In terms of the school context, observation must be applied.
PARENTS ( ) OR GUARDIANS ( ) …………………………………..
direct and the interview. The social context requires direct observation
PLACE AND DATE: …………………………………………………… of the neighborhood, the area, and the city or town where the student lives; which
can be complemented with the documentary observation of newspapers.
REGISTERED BY ……………………………………………………
SIGNATURE (and if possible, signature footer) 1
Siegfred BROCKERT and Gabriele BRAUN (1997). The tests of intelligence
emotional, trans. to. Barcelona: Robinbook, S.L.
9 10
3.2. THE CLINICAL INTERVIEW notable personal aspects in their learning and, moreover, to identify in advance
some causes. The interview can be conducted with the student and their
Now we must refer to something that the future psychopedagogue needs
knowing well: the clinical psychopedagogical interview as a technique for gathering
parents or guardians. If so, care will be taken to follow the steps that are
they advise below; but if the interview occurs only with the
data collection for an evaluation process. The interview can be conducted
educating, it is possible that the interview is less formal.
engage only with the student or with him and his parents or guardians.
Rapport (harmony). Adopting the general idea of John Best, we define
Before proposing the steps of the clinical interview, let's review what
the rapport as the harmonious and proper way of contacting with the
different authors understand by clinical interview. John Best, in his work How
interviewed and perhaps their parents if they are present so that it is established
Research in Education considers the clinical interview as a method
psychological to identify problems and their possible causes regarding the effective communication and facilitate the interview.
personality in general; not necessarily with respect to development Introduction. The introduction determines the purpose of the en-
interview. Sometimes it is done by the psychopedagogue; but the purpose can also be
cognitive of the student. At the end of this chapter, we will present the steps that
he indicates in the clinical interview. to come already determined when there is a derivation2or a direct request for
Jean Piaget also gives a psychological approach to the clinical interview; interview by the parents or the student. In this way, it
but it emphasizes that the interviewer should pay more attention to the why of the clarify why this interview is taking place.
Anamnesis. The meaning of the word anamnesis is memory or recollection.
answers that the child gives, and not to see if the answers are correct or
reminiscence. It refers to the questions that the psychopedagogue asks according to the
incorrect; it is about discovering why the child gives certain answers.
In Goodman's work, Children Build Their Literacy: An Approach purpose of the interview. If it is a psychopedagogical diagnosis, the
Piagetian (p. 15), the clinical interview is approached as a clinical approach in questions refer to data about the development and school history of
relationship with clinical research. In this regard, he says: "an important aspect educating; but if it is about cognitive or emotional problems, the questions
the clinical approach consists of accounting for children's thoughts by asking should be carefully directed to more clearly define the
the children explain why they respond in a certain way, and problem and uncover possible causes. For this, the interviewer may have
especially those that explain their contradictions. a list of routine questions and formulate other relevant questions according to
Sierra (1987) and Ander Egg in their works on methodology of the the interview is conducted; but careful attention must also be paid to
scientific research gives a psychotherapeutic approach to the interview the spontaneous behavior of the interviewees, which can reveal data about
clinic. Sierra (p. 352) says the following: his personality or character. It should not be forgotten that in most of the
Sometimes children reflect the overall behavioral environment that is lived.
In it, the points to be addressed are not even defined. On the contrary, it is about in their home.
give the interviewee complete freedom in expressing their experiences and memories. Preliminary tests. If necessary, some tests must be carried out.
What is intended is for this to gain awareness of its complexes and set itself free.
preliminaries and short ones to try to uncover learning difficulties
of them.
What the student has. For example, they will be asked to read a few lines, they will
Ander Egg asserts that the clinical interview is similar to the interview. It will ask you to perform an arithmetic operation or to solve a puzzle.
focused, but differs from it in orientation-focus. It is not about Synthesis. In this part of the interview, notes are made.
analyze the experience that various people have had, but to study their the handling of important data in forms or interview sheets while
motivations and feelings. 'the interview guide has a series of cues- this develops after its conclusion and the actions are determined
basic notions and questions related to feelings and attitudes that
they will be studied” (p. 228). 2
In the psychopedagogical field, referral is understood as the act of sending to a
Well, having considered those initial issues and adopting educating some specialized department of the educational institution so that there
some steps from Best's proposal, in this work we propose to follow six take charge of the possible problem that exists. The psychopedagogue can also
steps in the psychological-educational clinical interview, which may have the refer the student to the attention of other professionals (psychologist, doctor or
purpose of determining whether the student really has difficulties social worker.
11 12
educational initiatives that are advisable to start at the moment; for example. 4. Catharsis. Release of the emotional burden of the subject through
Additionally, notes are made in their respective agendas about the exposition of their problems.
dates when the application of tests and the next interview will take place. 5. Anamnesis. The subject "relives" their past and expresses it. This is how they "free" themselves.
Closing. The closing of the interview is the conclusion of the act of communicating. of its emotional effects.
communication with the interviewees, and it is advisable to do so with appropriate formulas of 6. Autognosis. Through self-knowledge, the subject remains
farewell. free of conflicts or complexes.
Now, it is possible that during the interview process with a
educating or with him, his parents experience two psychological phenomena
called catharsis and autognosis. The catharsis is 'release of the burden
"emotional of the subject through the exposure of their problems" (Best: 141) is
produced simply by speaking confidently with the psychopedagogue or
with the therapist or for having expressed themselves emotionally during the
interview. It may happen that the topic of the interview awakens feelings and
emotions in the interviewees; if so, they will be allowed to vent and
express emotionally for a few moments and the interviewer will try to
demonstrate empathy through facial expression or a brief comment. The
The dictionary of the Spanish language defines catharsis as the elimination of
memories that disturb the conscience or the nervous balance. The
The psychopedagogue will not try to intentionally produce the catharsis; if it does not happen
if it occurs spontaneously, the next phase will proceed3.
Autognosis means a better understanding of oneself by the
interviewed as a result of the conversation held, knowledge that
—according to psychoanalytic theory— can help the person to free themselves
gradually from traumas, complexes, and internal conflicts.
As a conclusion to this chapter, we present the steps of the
clinical interviews suggested by John Best (p. 141).
1. Rapport (harmony, sympathy). Contact with the subject. It should be
be smooth and harmonious. It is quite difficult to achieve accurately. Look for the
acceptance by the subject.
2. Reflection. The subject, guided by the questioner, impacts their
problems and self-awareness.
3. Structuring. Objective recap by the psychologist,
highlighting the emotional nuances. This phase prepares the following ones.

3
That term is also used in psychoanalysis as a therapeutic method.
catharsis therapy also known as cathartic method was created and
practiced by Joseph Breuer (Freud collaborated with him). It consisted of forcing to remember
the patient, and reproduce very significant scenes from the past in a state of
hypnosis.
13 14
 3. School history
Centres Areas that Areas with Rating
prefers difficulties media
Education
primary
4. THE DIAGNOSTIC REPORT Education
secondary school
Psychopedagogical
Repetitions, curricular adaptations and adopted educational measures
There are various report models, which are in accordance with the
variables that the educational psychologist has evaluated. We present therefore, next- Course Repetition Measures Adaptations Measures Results
we analyze those models and in the end we present the model suggested by the author adopted curricular adopted
areas
of this work.

Model No. 1
This model belongs to the Association of Psychopedagogy and Guidance
Murcia, Spain.
4. General development of the student:
1. Personal and family data
4.1. Health conditions
………………………………………………………………
Diseases
Course: ………….
Date of birth: ......................................................... Accidents
Evaluation date: .........................................
Operations
Treatment currently (medication)
Address: ………………………………………………………….
4.2. Relevant personal conditions
Names of the parents: ……………………………………………
Disability
2. Reason for the evaluation Overstaffing
Capabilities
Requested by£ Educational team£ Tutor£ Professor
Understanding and representation of reality
£ Others: …………………………………………..
Problem Solving
For proposal of Communication
£ Integration£ Social Guarantee£ Compensatory education Anticipation and planning of action
£Flexibility of the schooling period£ Diversification Personal and Social Development
£ Determination of complementary resources and supports Self-concept
Social effectiveness
Coexistence and solidarity

15 16
 4.3. Level of curricular competence (provided by the tutor, based on Reference groups (outside the school and family context)
reports from the teachers, specifying the cycle or course where it is located and
7. Identification of special educational needs
specific aspects detected.
4.4. Learning style Of a personal nature
— Curriculum type
5. Teaching and learning process
Of a socio-family type
5.1. In the classroom
8. Guidelines for the curriculum proposal (indications, recommendations)
Methodologies used and materials)
Teacher-student interaction
— Related to personal educational needs
Communication activities
Regarding curricular needs
- Student's independent work
Related to socio-family educational needs.
Student-content interaction
Difficulty of contents Model No. 2
Relationship between contents and interests
This is an eminently descriptive model, and although tests have been applied,
Student-peer interaction The quantitative results are not indicated, but the qualitative interpretation.
Type of participation It was extracted from the work indicated at the bottom of the page.1.
Degree of acceptance
Student's social skills
PSYCHO-PEDAGOGICAL REPORT
5.2. In the center
Absenteeism
Disciplinary files STUDENT: Francisco Lopez Torrez
Adaptation to high school LOCALITY: Granada
CENTER: White Waters
6. Influence of family and social context PRIMARY: 1st N, first cycle
6.1. Family AGE: 6 years
07/22/87
Family structure and relationships
Perception of personal characteristics and social relationships I. Reason for the exploration
of the student He/she attends the assessment to evaluate their current developmental status, already
Student's family life what is a new student at the 'Aguas Blancas' Center
Degree of autonomy Granada.
Attitude and habits in studies
II. Anamnesis
Game and leisure
Family expectations (how they perceive the possible proposal Clinical history summary
educational, etc.) Third child of a family composed of five members, the parents
Attitude and assistance provided to the student
and two older brothers aged 21 and 18.
6.2. Social context
1
CORPS OF TEACHERS (1997). Practical Assumptions for the Opposition: Cases
— Characteristics and services of the town or neighborhood
Practical Guides for Special Education. Spain: Mad., S.L.
17 18
 Normal pregnancy until six months of gestation, at which point the IV. Exploration result
It is observed that the brain was not well formed nor the organs.
The following diagnostic tests have been employed: tests of
vital signs with a proper functioning (according to the mother).
Birth. A cesarean section was performed at eight months and the baby weighed at birth
diagnosis 'Portage Guide' (maturity levels), Adaptive Scale of
Wisconti and Columbia Mental Maturity Scale.
2.600 g.
From the tests applied, we conclude that the level of development of
Development. At birth, severe perinatal hypoxia was detected;
He/She remained in the incubator for 20 days.
Francisco has the following characteristics:
At the end of this period, a reevaluation was carried out and hyper- was appreciated General reasoning ability
generalized hypotonia, detention of head growth and delay in The results obtained in the Columbia Mental Maturity Scale
the neuromotor acquisitions, reason why a started a they show a general reasoning capacity below the average of their
physiotherapy treatment and early stimulation. chronological age, which reveals that their possibilities of
At eight months, a CT scan was performed, in which it is noted that the
establish relationships between the different types of symbols, process su-
cerebral alterations corresponding to perinatal hypoxia significantly important in the school curriculum, are diminished.
serious condition suffered.
At fourteen months, he had a convulsive episode that was controlled. Cognitive development
medicated and has not appeared again. His developmental age in this area is two years. This result denotes
Artificial feeding in the first months. a discrepancy with respect to their chronological age. They have achieved attention,
He started walking at two years old. but it only lasts for a few minutes. It performs simple imitations, such as
Appearance of language at four years. to measure and take out objects in a container; but you have to work on it
— Toilet training by four years old. Currently presents more complex motor imitations: drawing with vertical lines, drawing
nighttime enuresis. with horizontal lines and copy a circle. It does not have acquired the
Family background basic elementary concepts: inside, outside, on top and underneath. It does not have
acquired the concept of order (from least to greatest and vice versa). It does not match.
Without relevance
the objects with their illustrations. If it is working, it is able to recognize
Educational background the illustrations of common objects.
Early stimulation in USEP. Language development
Nursery School 'Los Álamos', E-1, 3-4 years. It has a developmental age between 2 and 3 years, with gaps.
C.P. “El Castaño”, Preschool, 5 years.
He is currently in the 1st grade of Primary at the C.P. 'Aguas Blancas'. Receptive language. Can show something when asked; points
family objects when they are named; indicates corresponding illustrations
Social and family environment
teeth to common objects; answer the question what is this?; give res-
Family composed of five members. Economic and cultural level dichotomous yes/no questions; answers to questions of where?; deliver more
low. of an object when requested; obeys an order of two commands
related.
III. Behavior during exploration
Expressive language. It says its own name; it combines gestures and pala-
During the exploration, he has been very restless, and it has been necessary
arms to express desires; name the members of your family; name the
ask him to attend frequently. The exploration was carried out in
toys that are familiar to him; it produces the sound of a referred animal;
collaboration with the teacher.
name three body parts in another person; combine noun and adjective

19 20
as a noun and verb to form two-word phrases; combine Diagnostic conclusion
two words to express belonging; it expresses the demonstratives. His
According to the results of the analysis of the collected information and
Expressive articulatory language in general presents omissions, substitutions
From the tests carried out on Francisco, he shows a delay in development.
and distortions of phonemes.
as a consequence of hypoxic-ischemic encephalopathy 2what he suffered, for
Motor development which has a lack of maturity in the following areas:
His/her developmental level in both gross and fine motor skills is situated Cognitive
around four years. - Linguistics
Motor
Gross motor skills. Can climb stairs with help; bends at the waist.
to pick up objects from the ground; knows how to kick the ball; runs, but his — Of socialization
Self-help
motor coordination is arrhythmic.
Guidance and recommendations
Fine motor skills. Build with wooden blocks; turn the pages of the
Book one by one, throws the ball to a student who is situated one meter away. Therefore, based on the results obtained in the study, it
at a distance; take a pencil between the thumb and the index finger resting it on the finger deduce that Francisco's curriculum adaptation must be developed from
medium. of levels achieved in each of the developmental areas of the Guide
Portage, following the reinforcement programs for deficient areas
Socialization
cited in the previous point.
Reaches a maturity level corresponding to 3-4 years, with gaps.
Obeys at least 50 percent of the time; can bring or take a
object from another room if given instructions; tries to help in whatever
he is asked; show that he understands the feelings by expressing love,
joy, sadness, and anger; follow the rules of the game by imitating the actions of
other children as well as if the game is led by an adult; asks
help when he/she has any difficulty. Lic. Ramiro Vargas E.
Self-help Psychopedagogue
Food. Use the spoon and fork; drink liquid from a glass or cup;
use the napkin when reminded.
4.3. MODEL No. 3
Dress. Put your arms through the sleeves and your feet through the legs of This is a model developed by the author of this work. It will be noticeable that it
the pants; he takes off his socks; he takes off his shoes when they are add the corresponding part of the diagnosis object and the methodology,
unbuttoned; takes off his pants when they are unbuttoned; goes up and down indicating the corresponding variables.
the zipper. In general, it is able to undress, although not to dress.
Control of sphincters. Urinates and defecates in the potty; indicates the need.
2
to go to the bathroom and controls both urination and defecation during the day, no The term encephalopathy means a condition of the brain. The term hypoxic makes
during the night. reference to a decrease in oxygen supply at the time of delivery,
and the expression ischemic refers to a decrease in blood flow of the
brain, produced by an alteration of the artery or arteries affecting that part of the
brain..

21 22
 PSYCHOPEDAGOGICAL DIAGNOSTIC REPORT b) Health background
Gestation and birth:
I. GENERAL REFERENCE DATA
…………….……………………………………………………………
EDUCATING: ... ...
Postnatal care and nutrition:…………………………………
........ DATE OF BIRTH: .........................
AGE: .................. …………………………………………………………………………
SCHOOL GRADE: ................................................ Serious illnesses or accidents:
ADDRESS: …………………………………………………………. …………………………………………………………………………
FATHERS£ …………………..……………………………………. …………………………………………………………………………
THE REPRESENTATIVES£ ………………………………………………….
Current state:
EVALUATOR(S): .............. …………..……………………………………………………………
………………………..……………………………….……… …………………………………………………………………………
PLACE AND DATE: …………………………………………………..
Others:…………………………………………………………………
II. OBJECTIVE …………………………………………………………………………
………………………………………………………………………… SCHOOL HISTORY
III. OBJECT OF DIAGNOSIS
AGE GRADE
YEAR Educational establishment
Personal variables of the student (in years) SCHOOLBOY
General development£ School history£ Cognitive development£
Motor development£ Socio-affective development£ Another: ………….
Contextual variables
Family environment£ Educational institutional environment£
Social context£
IV. METODOLOGÍA(métodos, técnicas e instrumentos aplicados)
…………………………………………………………………………………
…………………………… Additional observations.
V. RESULTS
………………………………………………………………………………
5.1. GENERAL DEVELOPMENT
5.3. COGNITIVE DEVELOPMENT (current conditions)
a) Anthropophysical data
Size: .................. Weight: ……………………… Attention:
3
Ethnic characteristics : ………………………………………. ……………………………………………………………………………
……………………………………………………………………………
3
Although this is a controversial indicator, the author of this work believes that it can Perception:
positively use the information in favor of the student. ……………………………………………………………………………
23 24
…………………………………………………………………………… Others (general knowledge or other intelligences):
…………………………………………………………………………… …………………………………………………………………………
…………………………………………………………………………
Memory:
…………………………………………………………………………… 5.4. MOTOR DEVELOPMENT (current conditions)
…………………………………………………………………………… …………………………………………………………………………
…………………………………………………………………………… …………………………………………………………………………
Other:……………………………………………………………………
5.5. SOCIO-AFFECTIVE DEVELOPMENT (current conditions)
Linguistic intelligence
VALUATION OBSERVATIONS
DIMENSIONS ASPECTS
INTELLIGENCE INTERACTION
SO SA CD CONDUCTUALS OR
EMOTIONAL SOCIAL
DISCIPLINARY
ORAL EXPRESSION
READING
Speed
Understanding
WRITTEN EXPRESSION
Writing and composition
Spelling
Letter (or handwriting)
NOTIONS
5.6. CONTEXTUAL VARIABLES
GRAMMATICAL
Morphology and syntax
Semantics (or lexicon)
Family environment
STRUCTURE LEVEL OF CHARACTERISTICS INCLINATIONS
FAMILIAR INSTRUCTION SOCIOECONOMIC RELIGIOUS
References: SO = Outstanding Satisfactory
CD: With deficiencies Father Yes£ No£ Father: ………
Mathematical intelligence Mother: ……..
Mother Yes£ No£
Older brother:
VALUATION Brothers:
DIMENSIONS OBSERVATIONS ……………..
SO SA CD Men: ...
Younger brother:
NUMBERING Women: …
………..
SET THEORY
MATHEMATICAL OPERATIONS ……..…………
GEOMETRY
MEASUREMENT SYSTEMS
MATHEMATICAL PROBLEMS Educational institutional environment (of the educational center where the student attends)
educating
General data: …………………………………………………
25 26
 Infrastructure and equipment: ...
Classroom environmental conditions: ..........................

Professional level of the classroom teacher: .......................

Organizational climate (environment that is perceived regarding the

human relationships): …….……………………………………………. 5. SPECIFIC TECHNIQUES
VI. CONCLUSIONS AND RECOMMENDATIONS OF DIAGNOSIS
GLOBAL RATING: ……………………………………………
…………………………………………………………………………… In this chapter, we will recommend some specific techniques that can be
IDENTIFIED NEEDS: .................................................. to apply in the diagnosis of the variables and dimensions indicated in the
report templates.
…………………………………………………………………………
RECOMMENDATIONS:
5.1. GENERAL DEVELOPMENT AND SCHOOL HISTORY
………………………………………………………………………
For the general development variable of the student, the technique of the
semi-structured interview in which their parents will have to be present;
but there is also the possibility of applying the observation technique
documentary, if the student has their file at the institution
On the website (www.victorhugosarmiento.com) from which you downloaded educational institution she attends.
this material can also download the same report model for The school history requires an interview with the student and perhaps
fill directly on a computer. also with their parents or older siblings, and, if possible, the observation
documentary of their school notebooks.

5.2. COGNITIVE DEVELOPMENT

The variable cognitive development has several dimensions, and each one can
need more than one technique. For example, the attention variable is diagnosed
will be diagnosed through the attention test created by the author of this work and
available on CD ROM; but it can be complemented with the technique of
observation of behaviors and the interview with the child's teacher. The test of
the mentioned attention has numerical values for the efficiency coefficient
(level of proper attention) and the efficiency coefficient (speed
with which the test is resolved); but categories such as can also be used
you are: normal, restless, very restless. The category very restless will be essential.
subsequently apply, for example, Werry's child activity scale,
Weis and Peters described in the work Neuropedagogy by the same author.
work.
Perception has five basic subdimensions: visual, auditory,
tactile, olfactory, and gustatory. In visual perception, what interests the
27 28
A psychopedagogue is that the student has a normal capacity for vision. simple tests that consist of seeing and memorizing first five
both from the blackboard and from the book. To do this, he will apply a simple test. letters and five numbers; then another test is conducted with seven letters and
which consists of writing on the board or sticking a sheet with graphics, letters and seven numbers. For auditory memory, the student does not see the numbers nor
numbers whose size can be 6 centimeters; the student will have to the letters, but rather hears them from the evaluator's mouth and repeats them immediately.
recognize them from the last row of desks or tables; first with one eye, There is also a more complex test: the verbal memory test, which is
then with the other. Likewise, they will be asked to recognize graphs or letters in a modification made by the author of this work to the Hamburg test;
a book at a distance of 30 cm. but the corresponding scale has been added based on application to
For auditory perception, three types of tests can be applied: the pri- a local sample.
my consists of the student, with their eyes covered, pointing with their hand the The intermediate-term memory and the long-term memory will be able to
direction from which some noise comes. The second consists of that the diagnose if there are suspicions that the person suffers from amnesia.
educating must recognize objects by their sound or noise: a keychain, a The first one is evaluated by asking questions about the activities they performed.
bottle, knocks on a table, etc. The third consists of speaking to him in a voice the previous day or the last three days; for example, what it consisted of
lower to each ear. lunch from yesterday. The second is evaluated by asking them to recount passages from their
The tactile perception is assessed by having the child extract, with the life, what they remember of their childhood, adolescence, etc.
closed eyes, different objects (not similar) from a bag, with both On the other hand, although it is not specified in the model, it is possible to diag-
hands. If a more complete diagnosis is desired, you touch it with a test their logical thinking ability through simple tests of
object various parts of the body to see if it feels the contact. reasoning that can be extracted from the Ballard test. The psychometric tests-
The evaluation of the olfactory perception will consist of the student Nicos also have some evidence regarding this.
recognizes distinctive smells with eyes closed. Almost the same for the Then we have the corresponding to the intelligences. For this,
taste perception; but in this case it is about recognizing basic flavors: They can develop criteria tests and apply tests, if they are available.
sweet, salty, and bitter. The evaluative categories for perception in Currently, in the Bachelor of Education Sciences at the University
These can be general: normal and with deficiencies. The public of El Alto is gathering the necessary data to prepare the
The memory variable has several subdimensions: short-term memory scale of a linguistic intelligence test for children and adults. In the work
plazo, memoria de plazo intermedio, memoria de largo plazo, memoria verbal Neuropedagogy (op. cit.) proposes tests for visual intelligence-
(left cerebral hemisphere), visual memory of images (hemisphere spatial, linguistic intelligence and mathematical intelligence.
law) and auditory memory of words, and even auditory memory of
musical melodies. For short-term memory, a can be applied. 5.3. OTHER VARIABLES
test with nine images1to colors on a page, asking him to observe
For motor development, the Gestalt Visual-Motor Test can be applied.
for 30 to 60 seconds, and if the person remembers less than five, it can be
Bender, the Frostig test and the Abbreviated Development Scale, by Nelson
to assess their memory capacity as deficient; if they remember between six and
Ortiz, which also includes language development and personal development.
seven, it can be regarded as satisfactory; if you remember between eight and nine, you
social. In the case of adolescents, teachers will be consulted.
can rate as outstanding, and even assign numerical values with Physical Education, Vocational Technique, and Music to ascertain their abilities
tabulation ends as recommended by the research methodology
sports data, manuals, and execution of instruments.
scientific. For example, for the deficient level it can be 1, for the level
The socio-emotional development that includes intrapersonal intelligence,
satisfactory, the 2, and for the outstanding level the 3. Then there are the
interpersonal intelligence and emotional intelligence are diagnosed through the
observation of behaviors and interviews with people who know the student.
1
The number nine refers to the number of debits that can be stored in Gardner, author of the theory of multiple intelligences, and Goleman, author of
short-term memory. That amount was proposed by George Miller in his The work Emotional Intelligence does not recommend the application of tests; without
article 'The magical number seven, plus or minus two'; that is, the capacity of an embargo has been published a work with tests for emotional intelligence, the
storage is between five and nine bits.
29 30
which has already been mentioned in the third chapter of this work: The tests of the
Emotional Intelligence
The contextual variable family environment will be diagnosed through a
interview with the student and their parents. The variable institutional environment
educational will be diagnosed through the direct observation of the unit BIBLIOGRAPHY
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The social context variable will provide relevant data in the case that the
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Buenos Aires: Humanitas.
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Educational Evaluation
Andrés Bello.
to some people and to the child's parents.
CARDONA M., María Cristina, Esther CHINER SANZ and Ana LATTUR
We conclude this work with a reflection derived from the reading of the
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book written by Malcolm Gladwell, Blink: The Power of Thinking Without Thinking
Applications. Spain: University Club.
Shall we see the truth in two seconds? Of the evidence and reasoning, that
CORPS OF TEACHERS (1997). Practical Assumptions for the Opposition:
we find in it, we can draw a lesson, and the lesson is this: do not
Practical Cases of Special Education. Spain: Mad., S.L.
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