Resumo

FABRICIO, Nívea Maria de Carvalho  e  CANTOS, Paula Virgínia Viana. Diagnosis - intervention - perspective: role of inclusive school. Constr. psicopedag. [online]. 2011, vol.19, n.19, pp.112-121. ISSN 1415-6954.

Effective terapeutic interventions need to be realized based on complete individual compreension, that happens trough a diagnositic posture by the involved professionals during the hole contact period with the patient. This posture acomplishes: investigative conduct, adequate connection between professional and patient, interatction between professionals involved in each individual care, periodic evaluations of the realized interventions, and replaning whenever necessary. The following paper offers a reflexion over the diagnostic posture as a tool for the school work. We used our experience in the educational field, where we worked with students with learning disabilities, and in the continuous experience exchange with other professionals involved in these children care.

Palavras-chave : School inclusion; Diagnosis; Intervention; Learning disability; Psychopedagogy.

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