Educating Students with Special Educational Needs in the Context of Modern Neurosciences

Authors

  • Natalia Pshenychna Berdyansk State Pedagogical University https://orcid.org/0000-0002-0351-4950
  • Tetiana Mishenina Kryvyi Rih State Pedagogical University
  • Tetiana Poplavska South-Ukrainian National Pedagogical University named after K.D. Ushinsky
  • Oksana Dzhus Vasyl Stefanyk Precarpathian National University, Ivano-Frankivsk, Ukraine
  • Valentyna Serheieva Lesya Ukrainka Volyn National University
  • Inna Babii Pavlo Tychyna Uman State Pedagogical University https://orcid.org/0000-0003-2336-3499

DOI:

https://doi.org/10.18662/brain/12.3/231

Keywords:

Child neuropsychology, brain damage, speech delay, developmental disorders, intellectual disabilities, correctional work, accompanying teacher

Abstract

The relevance of this topic resides in the fact that children with special developmental needs should have equal opportunities with other children in getting training and this means not only creation of technical conditions for unimpeded access of children with disabilities to secondary schools, but also specifics of the educational process to be built taking into account psychophysical abilities of physically disabled children.

The article presents research results of domestic and foreign scientists, teachers and psychologists on education of students with special needs in the context of modern neuropsychology. It is the neuropsychology of children that allows us to get acquainted closer with peculiarities of children’s development and, accordingly, to correctly determine methods and principles of working with students.

We considered disorders in the process of ontogenesis, which most often occur in children: speech delay, autism, hyperactivity, intellectual disabilities. All of them complicate social connections, which often leads to low self-esteem, especially with hyperactive children and students with speech impairments. Therefore, in the process of educating students with special needs, domestic scientists call for the use of neuropsychological correction, which is the basis of social protection of children with developmental problems and creates the most favorable conditions for their education and socialization. Methods of correctional work are aimed not only at overcoming some of the disorders, but at development of a harmonious personality.

References

Akhutina, T. V., Pylaeva N. M., & Khotyleva T. Yu. (2011). Neyropsikhologicheskiy podkhod v inklyuzivnom obrazovanii [Neuropsychological approach in inclusive education]. Inklyuzivnoe obrazovanie: metodologiya, praktika, tekhnologii [Inclusive education: methodology, practice, technology], 71-73. https://psyjournals.ru/inclusive_edu/issue/44033_full.shtml

Asmolov, A. G. (1998). Psikhologiya – osnova proektirovaniya obrazovaniya [Psychology – the basis of education design]. Gumer. https://www.gumer.info/bibliotek_Buks/Pedagog/hrist2/02.php

Behas, L., Maksymchuk, B., Babii, I., Tsymbal-Slatvinska, S., Golub, N., Golub, V., Chepka, O., Lemeshchuk, M., Dychok, T., Nikitenko, A., Sarancha, I., & Maksymchuk, I. (2019). The influence of tempo rhythmic organization of speech during gaming and theatrical activities on correction of stammering in children. Journal of Physical Education and Sport, 19(4), 1333-1340. https://doi.org/10.7752/jpes.2019.s4193

Detrich, R. (2008). From policy to practice: IDEIA and evidence-based practice. In E. L. Grigorenko (Ed.), Educating Individuals with Disabilities: IDEIA 2004 and Beyond, (pp. 85-114). Springer Publishing Company.

Glozman, Zh. M. (2009). Neyropsikhologiya detskogo vozrasta: uchebnoe posobie posobie dlya studentov vysshkh uchebnykh zavedeniy [Neuropsychology of childhood: study guide for students of higher educational institutions]. Publishing Center “Academy”.

Hevko, I. (2019). Inkliuzyvnv osvita v Ukraini: suchasnyi stan ta problemy rozvytku [Inclusive education in Ukraine: the current state of affairs and development problems]. Scientific Bulletin of Mykolayiv National University named after V.O. Sukhomlynsky. Pedagogical sciences, 1 (64), 52–58. http://dspace.tnpu.edu.ua/handle/123456789/13405

Komogorova, M., Maksymchuk, B., Bernatska, O., Lukianchuk, S., Gerasymova, I., Popova, O., Matviichuk, T., Solovyov, V., Kalashnik, N., Davydenko, H., Stoliarenko, O., Stoliarenko, O., & Maksymchuk, I. (2021). Pedagogical Consolidation of Pupil-Athletes Knowledge of Humanities. Revista Romaneasca Pentru Educatie Multidimensionala, 13(1), 168-187. https://doi.org/10.18662/rrem/13.1/367

Lebedinsky, V. V. (1985). Narusheniya psihicheskogo razvitiya u detey [Mental disorders in children]. Moscow. Surl. http://surl.li/nlxz

Lebedinskiy, V. V. (2003). Narusheniya psihicheskogo razvitiya v detskom vozraste [Mental developmental disorders in childhood]. Moscow: Publishing Center “Academy”. Goo-gl. https://goo-gl.su/mogql

Lenneberg, E. H. (1967). Biological foundations of language. Behavioral Science, 13, 493-495. https://doi.org/10.1002/bs.3830130610

Levina, R. E. (1936). K psihologii detskoy rechi v patologicheskih sluchayah [To the psychology of children's speech in pathological cases]. Moscow. Rusneb. https://rusneb.ru/catalog/000199_000009_005287231/

Meisel, V., Servera, M., Garcia-Banda, G., Cardo, E., & Moreno, I. (2014). Neurofeedback and standard pharmacological intervention in ADHD: a randomized controlled trial with six-month follow-up. Biological Psychology, 95, 116-125. https://doi.org/10.1016/j.biopsycho.2013.04.015

Mulatova, N. A., & Ryabenchenko, N. N. (2016). Inklyuzivnoe obrazovanie detey s narusheniem intellekta [Inclusive Education of Children with Intellectual Disabilities]. Mezhdunarodnyiy zhurnal eksperimentalnogo obrazovaniya [International Journal of Experimental Education] 4(2), 259-261 http://www.expeducation.ru/ru/article/view?id=9780

Otake, М., & Schull, W. J. (1984). In utero exposure to A-bomb radiation and mental retardation; a reassessment. British Journal of Radiology, 57(677), 409-14. https://doi.org/10.1259/0007-1285-57-677-409

Pevzner, M. S., & Vlasova, T. A. (1973). O detyah s otkloneniyami v razvitii [About children with developmental disabilities]. Pedlib.

Rubinstein, S. Ya. (1986). Psihologiya umstvenno otstalogo shkolnika: Uchebnoe posobie dlya studentov pedagogicheskih institutov po spetsialnosti # 2111 “Defektologiya” [Psychology of a mentally retarded schoolchild: A textbook for students of pedagogical institutes in specialty No. 2111 “Defectology”]. Pedlib. http://pedlib.ru/Books/3/0011/index.shtml?from_page=1

Rudestam K., (1999). Gruppovaya psikhoterapiya [Group psychotherapy]. Peter Kom.

Sheremet M., Leniv Z., Loboda V., & Maksymchuk B. (2019). The development level of smart information criterion for specialists’ readiness for inclusion implementation in education. Information Technologies and Learning Tools, 72, 273-285. https://journal.iitta.gov.ua/index.php/itlt/article/view/2561

Smith, M., & Segal, J. (2020) How to help your child with ADHD. HelpGuide. https://www.helpguide.org/articles/add-adhd/when-your-child-has-attention-deficit-disorder-adhd.htm

Tager-Flusberg, H., & Joseph, R. М. (2003). Identifying neurocognitive phenotypes in autism. Philosophical Transactions of The Royal Society of London. Series B, Biological Sciences, 358(1430), 303-14 https://doi.org/10.1098/rstb.2002.1198 TY - JOUR

Tsyganok, A. A., Vinogradova, A. P., & Konstantinova, I. S. (2006). Razvitie bazovykh poznavatelnykh funktsiy s pomoshchyu adaptivno-igrovykh zanyatiy [Development of basic cognitive functions through adaptive play activities]. Studedmed. https://www.studmed.ru/view/cyganok-aa-vinogradova-ap-konstantinova-is-razvitie-bazovyh-poznavatelnyh-funkciy-s-pomoschyu-adaptivno-igrovyh-zanyatiy_a48db9d84e1.html

Virues-Ortega, J., Julio, F., & Pastor, R. (2013). The TEACCH program for children and adults with autism: A meta-analysis of intervention studies. Clinical Psychology Review, 33 (8), 940–953. https://doi.org/10.1016/j.cpr.2013.07.005

Vygotskiy, L. S. (1984). Sobranie sochineniy [Collected Works]. Volume 4: Detskaya psikhologiya [Child Psychology]. Pedagogy.

Wigman, М. (1966). Language of the dance. Wesleyan University Press. https://muse.jhu.edu/book/77791/

Zapadnyuk, O. (2020) Chto takoe sindrom defitsita vnimaniya s giperaktivnostyu? [What is attention deficit hyperactivity disorder?] Osvitoria. https://osvitoria.media/ru/experience/syndrom-defitsytu-uvagy-z-giperaktyvnistyu-yak-dopomogty-dytyni-adaptuvatysya-do-shkoly-2/

Zhuravlyova, L. (2018). Porushennia psykhomovlennievoho rozvytku uchniv molodshoho shkilnoho viku z dyshrafiieiu [Disorders of psychospeech development of primary school students with dysgraphia]. Naukovyi zbirnyk “Aktualni pytannia humanitarnykh nauk: mizhvuzivskyi zbirnyk naukovykh prats molodykh vchenykh Drohobytskoho derzhavnoho pedahohichnoho universytetu imeni Ivana Franka” [Scientific collection “Current issues of the humanities: interuniversity collection of scientific works of young scientists of Drohobych State Pedagogical University named after Ivan Franko”], 2(19), 135-140.

https://doi.org/10.24919/2308-4863.2/19.168005

Downloads

Published

2021-08-23

How to Cite

Pshenychna, N., Mishenina, T., Poplavska, T., Dzhus, O., Serheieva, V., & Babii, I. (2021). Educating Students with Special Educational Needs in the Context of Modern Neurosciences. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(3), 270-286. https://doi.org/10.18662/brain/12.3/231

Most read articles by the same author(s)

1 2 > >> 

Publish your work at the Scientific Publishing House LUMEN

It easy with us: publish now your work, novel, research, proceeding at Lumen Scientific Publishing House

Send your manuscript right now