Mental and Pedagogical Techniques in Teaching Children with Special Educational Needs: Neuropedagogical Aspect

Authors

  • Olena Mudryk Ternopil Volodymyr Hnatiuk National Pedagogical University
  • Anna Ivakhnenko Zaporizhzhia Polytechnic National University, Zaporizhzhia
  • Larysa Odynchenko State Higher Educational Institution "Donbas State Pedagogical University"
  • Irina Dmytriieva State Higher Educational Institution "Donbas State Pedagogical University"
  • Alina Ivanenko State Higher Educational Institution "Donbas State Pedagogical University"
  • Oksana Shelever State University “Uzhhorod National Universiti”

DOI:

https://doi.org/10.18662/brain/13.4/389

Keywords:

Inclusive environment, methodological techniques of teaching activity, integration into the educational process, principles of education, teaching techniques

Abstract

The relevance of the topic is in characterizing the neuropedagogical aspect of mental and pedagogical techniques in teaching children with special educational needs. The article contains the theoretical analysis of the elaborations on this topic, the definition of the concept «inclusive education», the chief principles of teaching students with limited capabilities; the neuropedagogical aspect of mental and pedagogical techniques in teaching children with  special educational needs. The understanding of the concept of  inclusive education has been studied, the literary sources on this topic have been summarized. On the basis of the findings it has been concluded that it is essential to critically review traditional approaches in the neuropedagogical aspect  of mental and pedagogical techniques in teaching children with special educational needs. The author of the article remarks that in the context of vocational training for teachers' educational activity there might be efficient the techniques of teaching children with special educational needs, contributing to the better integration of children with special educational needs into the educational process. The system forming foundation of the inclusion is the postulate of acknowledging the capabilities of each student. Consequently, educational process must be arranged so that fully reveal the educational needs of each child.

Author Biographies

Anna Ivakhnenko, Zaporizhzhia Polytechnic National University, Zaporizhzhia

Candidate of Pedagogic Sciences, Docent, Head of the Department of Special Education

Larysa Odynchenko, State Higher Educational Institution "Donbas State Pedagogical University"

Candidate of Pedagogical Sciences, Senior Lecturer,  Associate Professor of Technology of Special and Inclusive Education Department

Irina Dmytriieva, State Higher Educational Institution "Donbas State Pedagogical University"

Doctor of Pedagogical Sciences, Full Professor, Professor of Technology of Special and Inclusive Education Department

Alina Ivanenko, State Higher Educational Institution "Donbas State Pedagogical University"

Candidate of Psychology Sciences, Senior Lecturer of Technology of Special and Inclusive Education Department

Oksana Shelever, State University “Uzhhorod National Universiti”

Candidate of Science in Pedagogy, Ph.D., Associate Professor of the Department of Psychology

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Published

2022-12-21

How to Cite

Mudryk, O., Ivakhnenko, A., Odynchenko, L., Dmytriieva, I., Ivanenko, A., & Shelever, O. (2022). Mental and Pedagogical Techniques in Teaching Children with Special Educational Needs: Neuropedagogical Aspect. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 13(4), 292-305. https://doi.org/10.18662/brain/13.4/389

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