Neuropsychological Support of Education and Creative Activity of Primary School Age Children with Special Educational Needs

Myroslava Kulesha-Liubinets,Oksana Shvets,Vita Pavlenko,Larysa Sushchenko,Olena Pavlyk,Liudmyla Lysohor

doi:10.18662/brain/12.3/223

Abstract

It was analyzed that theoretical bases of the realization process of the neuropsychological approach in the correction of the children's development who have difficulties in training based on needed complex diagnostics in the conditions of constant monitoring of a condition in their development, constant improvement of methods and receptions of inclusive training of primary school age pupils. It is determined that the application of corrective neuropsychological influence on the damaged development of personality is one of the important areas of correctional pedagogy, which uses the compensatory capabilities of the child's brain. The article describes the content and features of neuropsychological features of developmental correction of primary school age children who have learning difficulties (psychomotor skills, speech, cognitive processes, visual-objective perception, emotional disorders, etc.). Means of neuropsychological correction are presented, which are represented by two blocks: formation and development of a sensorimotor component of higher mental functions and development and correction of cognitive functions and components that are part of them. The organizational and pedagogical conditions for the development of junior schoolchildren's creativity with special educational needs have been developed and experimentally tested, in particular: the creation of a creative development environment through the introduction of game teaching methods; intensification of subject to subject interaction of participants of the educational process in the conditions of inclusive education based on partnership pedagogy; maximum enrichment of subjects with creative content to increase the experience of creative self-expression of students in lessons and extracurricular activities successfully tested during the formative stage of the experiment.

Highlights

The development of inclusive education in Ukraine requires changes both at the state level and in the practice of modern schools, which consist in neuropsychological support of a child with learning difficulties based on comprehensive diagnostics in terms of constant monitoring of their development, continuous improvement of methods and techniques of inclusive education for children of primary school age (Komogorova et al, 2021; Maksymchuk et al, 2020b; Melnyk et al, 2021; Sheremet et al, 2019)
Child rehabilitation neuropsychology has made it possible to modernize the understanding of various forms of anomalies in the mental development of children and to outline new ways to compensate for defects
We note that this work was built on the principles of human-centric pedagogy: intellectual co-creation is facilitated only by a pleasant atmosphere of interpersonal relationships, spiritual comfort, and openness

Summary

Introduction

The development of inclusive education in Ukraine requires changes both at the state level and in the practice of modern schools, which consist in neuropsychological support of a child with learning difficulties based on comprehensive diagnostics in terms of constant monitoring of their development, continuous improvement of methods and techniques of inclusive education for children of primary school age (Komogorova et al, 2021; Maksymchuk et al, 2020b; Melnyk et al, 2021; Sheremet et al, 2019). The priority dominants in the organization of such an educational process are two provisions: the first is to take into account the uniqueness and uniqueness of each student; second - productive creative forms of organization of creatively oriented learning will promote the development of their skills to imagine and think creatively, fantasize, experiment, generate original ideas; compare, analyze, summarize; classify, highlight the main thing; work in teams; logically substantiate their point of view; look for a common solution, defend their ideas, complement each other; critically analyze information, evaluate it; argue their attitude to the problem; awareness of their own activity, their own game experience; development of initiative; ability to be aware of one's own mistakes, etc.

Reflexive

Findings

Conclusions