Since any psychological and pedagogical correction involves the modification or creation of neural connections for a new model of thinking and behavior, such activities of the teacher is impossible without taking into account the data of neuropsychology and neuropedagogy. The purpose of the study is to develop and theoretically substantiate the method of formation of correctional and pedagogical competence of primary school teachers in the process of professional retraining on the basis of a neuropedagogical approach. The study involved 142 respondents - primary school teachers (70 testing group and 72 experimental group). For effective formation of correctional and pedagogical competence of teachers on the basis of neuropedagogy in the process of professional retraining used technologies of contextual learning A. Verbytsky (2006), which allowed to form a holistic structure of professional activity of teachers by optimal combination of reproductive and active methods and reproduction of neurosocial context of pedagogical activity. The number of teachers with a high level of formation of the cognitive component increased by 53.7%, motivational - 52%, reflective - 50.7%, operational - 49.2%. The necessity of applying contextual teaching technology has been proved, which allows creating an integrated structure of professional activity of primary school teachers by using the optimal combination of reproductive and active teaching methods and reproducing the neurosocial context of professional activity using the content potential of pedagogical disciplines for positive motivation for the implementation of inclusive education.
The article presents an attempt to specify conceptual and categorical apparatus of the study. Based on the analysis of the concepts 'disability ', 'incapacity to work', 'children's special needs', 'developmental impairment', 'maladaptation', 'children at risks group', 'problem children', 'children with anomalous development', 'disabled children', 'children with limited abilities', 'specific children', 'exceptional children' the terms 'children with special educational needs', 'inclusive teaching' have been defined more accurately. It has been proved that 'children with special educational needs' comprises children with developmental impairment that leads to limited abilities in their participation in a traditional educational process. It usually causes their special needs in specific pedagogical help that will overcome these limitations and obstacles. The article determines the conditions for successfully rehabilitation of children with special educational needs.Inclusive teaching means organization of specific conditions (individual curricula complex, complex of individual programs, training manuals, literature) and adequate external conditions (necessary comfort level, specific means of transportation and organization of adaptable studying room, distant educational instruments, innovative methods and information and communicative educational technologies) for children with special educational needs in order to adapt to their necessities.In order to explain the concept 'would-be rehabilitation teachers training to work in pupils' inclusive education at general educational establishments' the sense of the close terms have been revealed: 'corrective and pedagogical activity', 'rehabilitation and pedagogical activity'. Would-be rehabilitation teachers training to work in pupils' inclusive education at general educational establishments is a process of complex organization of teaching and educating impacts. They bring positive attitude to pedagogical profession, accomplishing the system of views, beliefs, theoretical knowledge and concepts on specific features of the pupils with special educational needs that are necessary for mastering modes and instruments to work with the pupils at inclusive education, as well as formation of certain personal qualities that provide stable motivation to the activity.
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