Diagnosis as explanation

Abstract

This paper explores the concept of diagnosis as used in education, particularly in the field of special educational needs. Using the framework of critical theory, it explores the way that diagnosis has been reified and has developed into a higher order of explanation, partially to gain ‘scientific’ credibility and to exercise power. Various types of explanations are delineated based on the work of Nigel Walker 1977 and conclusions drawn concerning the explanatory power of ‘diagnosis’. The implications for education practitioners are described particularly those relating to power and authority.