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Effective Teacher-Neuropsychologist Interaction in an Inclusive Educational Environment. Diagnostic Stage. Part 2
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 Khotyleva T.U.
PhD in Education, Director, State Budget Educational Institution of Moscow “School #1540”, Moscow, Russia
ORCID: https://orcid.org/0000-0003-3283-5873
e-mail: th@ort.ru
The technology of organizing of group-format neuropsychological diagnostics, instruments 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. The article demonstrates that the data obtained during the follow-up diagnosis and a small set of group neuropsychological tests can be used by a psychologist to get a general idea of deficits, as well as the strengths of the development of higher mental functions in children.
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