Considering the Conceptual Framework of Diagnosis and its Place in the Child Identification Programme for Effective Inclusion

Abstract

This paper examine the conceptual framework of diagnosis and its place in the child identification programme in relation to the framework for action on special needs education (SNE) for effective inclusive education practices. The efiectiveness of any education programme designed, starts with proper diagnosis, identification and assessment of the pupil which inclusive education cannot be exempted. Absent of diagnosis and identification of children in an inclusive classroom setting is a disservice to the children with special needs. The paper then, closes with a recommendation for diagnosis and assessment leading to early identification and placement of children for an eflective inclusive.