What is the purpose of a diagnostic classification? Implications for inclusive education

Abstract

This article critically examines the role of diagnostic classifications in inclusive education, considering their growing presence in everyday school life and their effects on individuals and educational practices. It begins by addressing the problem of treating diagnostic classifications as unquestionable truths, a tendency that reduces the complexity of the educational process and reinforces mechanisms of exclusion. The study aims to analyze different ways of understanding diagnostic classifications and their implications for promoting inclusive education. The methodology consists of a narrative literature review drawing on scholarship in psychology, education, mental health, and the social sciences. The article proposes a set of interpretive perspectives for rethinking the use of diagnostic classifications: as a starting point or an endpoint; as a scalpel or a map; and from either an essentialist or a pragmatic perspective. The findings indicate that diagnostic classifications can be valuable when understood critically, contextually, and instrumentally, supporting intersectoral action that takes into account individuals’ unique characteristics and the contexts in which they are situated. The article concludes that, although diagnostic classifications can provide valuable support for educational practice, their uncritical use reinforces stigma, constrains educational possibilities, and undermines the principles of inclusion. It therefore argues for an ethical and political stance that prioritizes dialogue across different forms of knowledge and a commitment to valuing human diversity.