DIAGNOSIS AND REHABILITATION OF CHILDREN WITH OOP USING NEUROPSYCHOLOGICAL EXERCISES DURING MILITARY OPERATIONS IN UKRAINE

Abstract

The article analyzes the effectiveness of applying neuropsychological, sensory, and psychomotor exercises in the rehabilitation of children with special educational needs (SEN) living in frontline areas of Ukraine during martial law. The aim of the article is to explore the impact of interactive rehabilitation methods on the cognitive, emotional, motor, and speech development of children with SEN, considering the high levels of stress and emotional dysregulation caused by wartime trauma. The research procedure involved a six-month program for 87 children aged 11–15, identified as having developmental characteristics such as speech difficulties and signs consistent with Attention Deficit Hyperactivity Disorder (ADHD). To evaluate rehabilitation outcomes, the study used validated international assessment tools: Leiter-3, Conners-3, Pediatric Balance Scale (PBS), Box and Block Test (BBT), Nine-Hole Peg Test (9HPT), and sensory history questionnaires. The rehabilitation program included individualized sessions with a physical therapist and psychologist, the use of interactive Briolight games, speech therapy tasks, and exercises aimed at stimulating interhemispheric interaction to enhance neuroplasticity. The results demonstrate significant improvements in nonverbal memory, information processing speed, and reductions in anxiety, impulsivity, and aggressive behavior. Increases in attention span, verbal activity, visuomotor coordination, and emotional resilience were also observed. The conclusions support the integration of neuropsychological and sensory-based approaches into support programs for children affected by war. These methods contribute to effective rehabilitation, facilitate adaptation, and reduce barriers to inclusive learning.