BRAIN. Broad Research in Artificial Intelligence and Neuroscience

Volume: 14 | Issue: 1 | Paper number: 19.

Psychological and Pedagogical Technologies in Working with Children with Special Educational Needs: Neuropedagogical Aspect

Published March 10, 2023
❝ Cite
Yevheniia Lyndina - Candidate of Pedagogical Sciences, Associate Professor of the Department of Applied Psychology and Speech Therapy, Berdyansk State Pedagogical University, Ukraine (UA), Zoriana Martynyuk - Сandidate of Pedagogical Sciences, Senior Research Fellow Speech Therapy Institute of Special Pedagogy and Psychology named after Mykola Yarmachenko of the National Academy of Pedagogical Sciences of Ukraine (UA), Volodymyr Tovstohan - Doctor of Science in Pedagogy, Associate Professor of the Department of Theory and Methodology of Education, Psychology and Inclusive Education, Communnal Higher Educational Establishment «Kherson Academy of Continuing Education» of the Kherson Regional Council, Ukraine (UA), Alona Babichenko - Assistant of the Department of Applied Psychology and Speech Therapy, Berdyansk State Pedagogical University, Ukraine (UA), Hanna Mytsyk - Candidate of Pedagogical Sciences, Associate Professor of the Department of Applied Psychology and Speech Therapy, Berdyansk State Pedagogical University, Ukraine (UA), Inna Samoilenko - Assistant of the Department of Applied Psychology and Speech Therapy, Berdyansk State Pedagogical University, Ukraine (UA),

Abstract

The topic of the article is relevant, as the education of children with special needs (OOP) is one of the most pressing and debatable problems of modern education today. The issue of education of children with disabilities becomes relevant due to the significant increase in the number of this group in society, on the one hand, and emerging new opportunities for their adaptation in society, on the other hand. The purpose of the article is to study the functioning system of special education support centers in working with children with special educational needs; familiarization with requirements for psychological and educational support for the development of a child with disabilities; psychological and pedagogical neurotechnologies in working with children with special educational needs; presentation of effective psychological and pedagogical technologies in working with children with special educational needs. As a social group of society, the children must first of all receive real conditions for obtaining quality education, starting from school, and then for obtaining professional training with further employment and adaptation in society. Changes in the school education system could affect only the content of corrective and developmental education for children with disabilities.

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