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Effective Teacher-Neuropsychologist Interaction in an Inclusive Educational Environment. Diagnostic Stage. Part 1 241
Gulyaeva M.A.
Educational Psychologist, State Budget Educational Institution of Moscow “School #1540”, Moscow, Russia
ORCID: https://orcid.org/0000-0002-9974-2439
e-mail: gouliaieva@gmail.com Efremova N.M.
Educational Psychologist, State Budget Educational Institution of Moscow “School #1540”, Moscow, Russia
ORCID: https://orcid.org/0000-0003-4199-7743
e-mail: natalia.efremova@msk.ort.ru Pylaeva N.M.
PhD in Psychology, senior research fellow of the Department of psychology, Lomonosov Moscow State University, Moscow, Russia
ORCID: https://orcid.org/0000-0003-2214-506X
e-mail: pylaeva.nataliya@mail.ru
The technology of organizing of group-format neuropsychological diagnostics, methods of neuropsychological diagnostics and correctional work, which allow providing timely corrective assistance to children with learning difficulties at school, described. The results of the joint work of teachers of Moscow school No. 1540 with the staff of the Laboratory of Neuropsychology of the Psychology Faculty of Lomonosov Moscow State University on inclusion of a neuropsychological approach in the school environment analyzed. Based on presented approach, it is possible to form effective ways of interaction between a neuropsychologist and the teaching staff of the school. The potential of independent use of follow-up diagnostics and special diagnostic techniques by primary school teachers discussed. The main neuropsychological symptoms of children with learning difficulties and methods for their diagnosis described.
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