Effective Teacher-Neuropsychologist Interaction in an Inclusive Educational Environment. Diagnostic Stage. Part 2

Gulyaeva M.A.; Efremova N.M.; Pylaeva N.M.; Khotyleva T.Yu.

doi:10.17759/autdd.2020180206

Previous issue (2021. Vol. 19, no. 4)

Autism and Developmental Disorders

Publisher: Moscow State University of Psychology and Education

ISSN (printed version): 1994-1617

ISSN (online): 2413-4317

DOI: https://doi.org/10.17759/autdd

License: CC BY-NC 4.0

Published since 2003

Published quarterly

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Autism and Developmental Disorders
2020. Vol. 18, no. 2, 41–48
doi:10.17759/autdd.2020180206
ISSN: 1994-1617 / 2413-4317 (online)

Effective Teacher-Neuropsychologist Interaction in an Inclusive Educational Environment. Diagnostic Stage. Part 2 ⁵⁸⁰

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.Yu.
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

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Online translation in english

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.

Keywords: child neuropsychology, learning difficulties, inclusive education, school failures, group-format neuropsychological diagnostic, observing diagnostics

Column: Research & Diagnosis of ASD

DOI: https://doi.org/10.17759/autdd.2020180206

For Reference

Gulyaeva M.A., Efremova N.M., Pylaeva N.M., Khotyleva T.Yu. Effective Teacher-Neuropsychologist Interaction in an Inclusive Educational Environment. Diagnostic Stage. Part 2. Autizm i narušenie razvitiâ = Autism and Developmental Disorders, 2020. Vol. 18, no. 2, pp. 41–48. doi:10.17759/autdd.2020180206. (In Russ., аbstr. in Engl.)

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