holistic education, in which the norm is intertwined with pathology and special needs. From this point of view, assessment and treatment should be comprehensive, not limited to measuring only individual psychological functions, but taking into account the child’s personality, emotions, communication style, as well as relationships in the family and school. This concept emphasizes that understanding the child as a whole allows for the development of more effective intervention programs that support different developmental directions at the same time. It also contributes to the development of educational and therapeutic strategies that take into account the individual characteristics of each child, the influence of the cultural and social environment on his or her development. Thus, the emphasis shifts from the treatment of deficits or symptoms to the full and versatile development of the child’s abilities and the strengthening of his overall adaptation, which leads to more sustainable and effective results.