Abstract
The article deals with the interaction of sociology, in particular the practice of social work, with neuropedagogy and neuropsychology; The main political, legal and pedagogical principles of neuropedagogy of disability are outlined. Taking into account the new inclusive paradigm of disability, modern social, pedagogical and psychological approaches to accompanying children with special needs, the points of intersection of neuropsychology with other socio-humanitarian disciplinesю There is also a brief digression into the formation of neuropedagogy as a science, the classical principles that formed its basis and the main achievements in modern times (since the 70's of the twentieth century). The article identifies and compares a set of psychophysiological and social problems of children with disabilities, which can be solved by the integrated use of social support and neuropedagogy. The expediency of development and implementation of scientific results of the newest interdisciplinary field - neurosociology is substantiated. During the research, methods relevant for theoretical works were used - historical excursion, analysis of theoretical material, generalization, comparison, interdisciplinary extrapolation. The discussion revealed that the patterns obtained during the study of traditions and innovations in the system of social work and neuropedagogical support are currently relevant and widely analyzed in scientific discourse: in sociology, pedagogy, psychology, defectology, correction, rehabilitation and medicine. It is established that the prospect of further research is a constructive synthesis of the above disciplines in the field of neurosociology with the development and delineation of a universal categorical apparatus and methodological and diagnostic tools.
Highlights
Against the background of modern globalization, integration and communication processes in society, the main humanistic problem urgently arises - ensuring the rights, freedoms and necessary services of people with limited physical, mental, educational and social capabilities
Previous laws and documents that contributed to the development of inclusion: Universal Declaration of Human Rights UN in 1948; (1948); Declaration of the Rights of the Child (1959); UN, 1959; World Declaration on the Survival, UN, 2000; Protection and Development of Children; Laws and regulations on inclusive education and social support
The purpose of this study is to study the applications of neuropedagogy and neuropsychology in pedagogical, social and psychocorrectional support of persons with disabilities, and especially - in their socialization
Summary
Against the background of modern globalization, integration and communication processes in society, the main humanistic problem urgently arises - ensuring the rights, freedoms and necessary services of people with limited physical, mental, educational and social capabilities. The rethinking of values after the second half of the twentieth century led to the adoption of a number of international acts and declarations that obliged democratic countries to pay special attention to education, socialization and care for people with disabilities (see Table 1). The very term "disability" has undergone transformations as a segregation and one that stimulates discriminatory stereotypes. The terms "person with a disability" and "person with special needs" are becoming widespread
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