Find in Library

The article discusses those Vygotskian budgets which focus in a different way the process of diagnosing children with SEN in the sense of building based on the Zone of Proximal Development and operationalization of instruments aid levels. It emphasizes three clearly defined aspects, the contributions of Vygotsky generally in psychology and in particular in Special Education in Cuba, the impact of key concept of Zone of Proximal Development in the diagnostic process and the need for the operationalization of the levels of aid to supplement a convergence of the points of qualitative and quantitative in this process Diagnosis views.