Diagnostic Processes for the 0–4 Age Group in the System of Pedagogical Services

Absztrakt

This 0–4 age period is the most intensive stage of neurocognitive and socio-emotional maturation; early identification and targeted intervention can substantially affect developmental trajectories. Since 2013, the Hungarian pedagogical service system has provided more unified frameworks for this, yet in practice, inequalities in timing, tools, and capacities can still be identified. The aim of the study is to explore the diagnostic processes for the 0–4 age group within the system of pedagogical services. Special attention is given to the timing of screening, the quality of assessment, parental involvement, multidisciplinary teamwork, and the synthesis of disability-specific diagnostics underlying special educational needs (SEN). We conducted a mixed-methods study. A 50-item questionnaire was administered to parents, professionals, and institution leaders across five dimensions (screening, assessment, involvement, communication, teamwork). The reliability of the test sample was high (Cronbach’s α = 0.82), with a total of n = 247 participants (parents: 142; professionals: 78; institution leaders: 27). Furthermore, four focus group interviews (n = 30) were conducted to examine segments of the assessment process, based on a semi-structured thematic framework. According to the findings, 82% of parents considered the assessment to be thorough, while 55% reported long waiting times. A delay in screening was identified by 64% of parents, whereas 72% of professionals highlighted the lack of a unified protocol. Parental involvement was generally positive, though 38% noted the excessive use of professional terminology in feedback. Team consultations were reported as being mostly regular (68%), though often ad hoc due to capacity constraints (44%). Overall, the process was evaluated favourably (77%), but only 49% regarded it as fully transparent. The synthesis of disability-specific diagnostics (GDD/intellectual, hearing and visual impairment, ASD, motor impairment/CP, multiple disabilities) highlights the need for a unified, age-banded diagnostic procedure. The professional quality of diagnostic services within the pedagogical system is high, yet at a systemic level, critical issues remain concerning the timing of early screening, the absence of unified protocols, accessible communication, and capacity. It is recommended to establish a national set of protocols (SEN-specific, 0–4 years), an integrated signaling system with digital pre-screening, family-centered feedback standards, structured teamwork, and targeted professional workforce development.