NEUROPSYCHOLOGICAL APPROACH TO CORRECTION OF DEVELOPMENT OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The provisions of the scientific article provide the basic ideas of the neuropsychological approach in the process of corrective measures aimed at improving the development of children with special educational needs. The purpose of the article is a theoretical analysis of the specifics and advantages of the neuropsychological approach for corrective work with children, in particular, with speech disorders, attention deficit and hyperactivity disorders. The specifics of the problem, its relevance in today's humanitarian science and education are outlined. The research methods are comparability, analysis, systematization, comparison, which allowed us to analyze and highlight key aspects and systematize the results. The uniqueness of the neuropsychological approach, which lies in its multidisciplinary nature, is outlined. The essence of the neuropsychological approach is revealed as one that defines three energy blocks of the brain. The specifics of each block, their physiological localization are indicated. The basic position of the approach is determined: different brain structures are separate links that should be influenced differently. The stages of neuropsychological correction of the development of children with special needs are formulated: initial diagnostics, creation of an individual correction plan, conducting classes to stimulate the development of poorly developed functions, monitoring the dynamics of the child's development. The specifics of each of the stages for children with speech disorders and ADHD are highlighted. Examples of neuropsychological correction methods are given. Vectors of consideration of the problem of the neuropsychological approach to the correction of development are indicated. The role of the neuropsychological approach for the correction of the psychotraumatic impact of military events is indicated. The effectiveness of the neuropsychological approach for the correction of the development of children with special needs is proven due to the consideration of deep neurophysiological mechanisms and the global positive impact on various aspects of the child's development.