The existence of diverse educational problems cannot be ignored or disputed. The rapid daily change in the boundaries of scientific knowledge makes it imperative to adopt an interdisciplinary approach to the emerging issues of pedagogical practice and to maintain the alertness of those involved in the educational process.

By citing as examples the multifaceted manifestations of learning difficulties and the complexity of language comprehension, we consciously accept the challenges characterizing the endeavor to address pedagogical problems. Subsequently, starting from theoretical-epistemological reflections on the relationship between the individual and society and the possibility of a methodological approach to this relationship during pedagogical practice, we arrive at the establishment of the cognitive object of Special Education as an autonomous science that has the problematic situation as its central reference point.

At this point, two difficulties arise: First, the need to adopt the most appropriate interpretive model in order to make the necessary shift from simple description of the problematic situation to understanding how and in what way it is manifested and perceived both on an intrapersonal and interpersonal level. Second, the need for a secure Pedagogical Diagnostic.

Here we present the outline of a future effort for a multifaceted Pedagogical Diagnostic Assessment (PED.A), which opens new horizons for future research. This book is presented to the kind judgment of the reader, with an awareness of potential shortcomings. Nevertheless, it persistently seeks pathways through the changing pedagogical reality with the aim of more effectively addressing the various problems that arise at the conceptual-definitional, methodological-diagnostic, and practical-intervention levels.

[Excerpt from the text on the back cover of the edition]