Background:

The school diagnosis is one of the tools available to the teaching staff, but prior training is required for its management.

Objective:

To diagnose the principals´ training from the elementary schools to manage the diagnosis process of the students that show special educational needs associated to behavior. Methodology: A non-experimental design and quantitative approach was carried out at the University of Sancti Spíritus José Martí Pérez, which included eight principals from urban primary schools. Some methods and techniques from the pedagogical research were applied.

Results:

The eight principals included showed a low level of essential and necessary aspects in relation to the mastering they should have to manage the diagnosis process of the students that showed special educational needs associated to behavior. The insufficiencies were found when preparing the documents of the technical and management bodies, such as: the census of students who did not fulfill with their duties, the strategies for the educational attention of students who received guidance and direct follow-up, and the follow-up these students were made, meetings proceedings of the preventive institutional work groups and meetings of the Board of Directors.

Conclusions:

The principals from the elementary schools demonstrated a low level of training on necessary aspects to manage the diagnosis process of those students with special educational needs associated to behavior, thus manifested in the insufficient mastering of the theoretical and legal elements that rule this activity.

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