CLINICAL PSYCHODIAGNOSTICS AS A BASIS FOR THE ADAPTATION OF SPECIAL TEACHING METHODS IN GENERAL SECONDARY EDUCATION INSTITUTIONS

Abstract

The article examines the role of clinical psychodiagnostics as a key instrument for adapting special teaching methods in general secondary education institutions. The significance of the psychodiagnostic approach is revealed in identifying the individual psychological characteristics of students that influence their academic performance, cognitive activity, and emotional-behavioral responses. It is demonstrated that the results of clinical psychodiagnostics enable a more precise selection and modification of special teaching methods, taking into account the levels of attention, memory, thinking, emotional regulation, and potential learning or behavioral difficulties. The study emphasizes that the application of psychodiagnostics in school practice creates opportunities for designing individualized educational trajectories and contributes to the development of adaptive instructional strategies for diverse groups of learners, including those with emotional and volitional impairments, hyperactivity, specific learning difficulties, or manifestations of school anxiety. The theoretical foundations of integrating the clinical-psychological approach into the development and implementation of special teaching methods are analyzed, and the potential for interdisciplinary collaboration among teachers, psychologists, and teacher assistants is outlined. Particular attention is given to the practical use of psychodiagnostic data in the adaptation of the content, forms, and pace of learning activities. It is substantiated that combining special teaching methods with clinical psychodiagnostics enhances the effectiveness of the educational process, facilitates the timely identification of learning barriers, and supports students’ emotional well-being. The conclusion is made that integrating psychodiagnostic findings into pedagogical practice is an essential prerequisite for the individualization of instruction and provides a scientifically grounded basis for the development of innovative approaches in the modern school.