Pedagogical Support Of Children Research Articles

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�his article describes an interdisciplinary approach in the system of psychological and pedagogical support of children with limited possibilities of
 health. It determines the directions for psychological and pedagogical assistance to children with disabilities. The article also presents the possibility of
 implementing interdisciplinary relations between different scientific branches in special pedagogy, which complement and extend the areas of psychopedagogical
 assistance to persons with disabilities. It �onsiders in details the theoretically and methodologically grounded types of interdisciplinary
 relationships in the context which reveals the mechanism of a multidisciplinary approach involving the integration of pedagogical, psychological, medical
 and social directions. It presents an algorithm to create an integrated content outline of remedial work and designing educational route for handicapped
 students.

Informing educational decisions in the early years: can evidence for improving pedagogy for children with autistic spectrum disorder be found from neuroscience?

It is possible that many benefits may be found for all concerned in education and child development in understanding how knowledge of the brain and its development can inform early years practice. This article, written by Brenda Peters and Chris Forlin, both from the Hong Kong Institute of Education, reviews literature based on neuroscience to establish potential links with teaching and learning, in an attempt to identify the most appropriate pedagogical support for children with autistic spectrum disorder (ASD). Two key themes have emerged: firstly, neuroscience and education and translation between these disciplines, and secondly, the relevance of these developments for specific groups of learners. This article focuses on early educational intervention and how emerging evidence from neuroscience and collaboration with educators may support future developments for practice for these young learners with ASD.