The document outlines the principles and steps of diagnosis for identifying students' instructional needs. Diagnosis involves identifying strengths and weaknesses by observing symptoms, asking questions, and using tests and procedures to interpret findings. It is a continuous process that looks at causes of difficulties in order to formulate remediation methods tailored to each student's unique needs. The diagnosis process involves overall screening, testing for achievement gaps, investigating underlying causes, and developing individualized remediation plans.
2. Diagnosis is an identification of
weakness and strength from an
observation of symptoms.
It is an inference from performance.
Diagnostician must possess both
theoretical knowledge and practical
experience, and must know what
question to ask, tests and procedures
to use to get the needs facts and how
to interpret the findings.
3. Principles of Diagnosis
1. Diagnosis begins with each pupil’s
unique instructional needs:
What can he or she do?
What are his or her difficulties?
What are the causes of these
difficulties?
What ca be done to remedy such
difficulties?
4. Principles of Diagnosis
2. Diagnosis is a continuous process.
3. Diagnosis should be directed toward
formulating methods of remediation. It
is a blueprint for instruction.
4. Diagnosis concerned with
symptomatology, but diagnosis looks
towards the causes of symptoms.
5. Principles of Diagnosis
5. The causes of pupil inadequacy are
usually multiple rather than single or
unitary.
6. Decisions based on diagnosis should
flow from a pattern of test scores and
a variety of other data.
7. The analysis of reading difficulties is
primarily an educational-analysis
tasks.
6. STEPS IN DIAGNOSIS
1. The Overall Screening Process.
2. Diagnosis Testing. (compare diff.
bet. Expected and actual
achievement)
3. Detailed Investigation of Causality.
(Identify causes to explain
symptoms of retardation)
4. Remediation. (Draw up a program
for remediation)
