On the theoretical level, the study presents the basic theoretical and legislative background of inclusive education in Slovakia. Inclusive education is based on respecting the individuality of individuals, building and creating a supportive learning environment for each pupil. Based on the current school regulations, pedagogical diagnostics of pupils is one of the basic support measures on the basis of which the teacher should modify the methods and forms of education and training. In the research we focused on sensing the workload of teachers of pre-primary and primary education. The research instrument was a questionnaire and the study sample consisted of 913 teachers. The results of the research revealed that pedagogical diagnosis was among the top five most burdensome activities for teachers and a higher level of workload was reported by primary education teachers. In order to make pedagogical diagnosis a common practice for primary school teachers, it is important to focus on targeted professional development for teachers in the area of pedagogical diagnosis.

Acknowledgement:
The study is an output of the VEGA 1/0714/24 project Research reflection on the reform of the counseling system within the school practice conditions in terms of creating and verifying a platform of diagnostic tools for teachers and the VEGA 1/0415/22 project, titled Subjectively perceived difficulty of teachers' professional activities versus their life satisfaction.

Keywords: Inclusive education, teacher workload, diagnostic competence of teacher, professional development.