The article deals with pedagogical and psycho-correctional means of ensuring communicative interaction of junior schoolchildren with disabilities (with mild and moderate mental retardation) in the context of inclusive education. Specifics of development of cognitive, emotional, personal-motivational, communicative and behavioural components of communication of a unique personality of a junior schoolchild under correctional and developmental influence and in the conditions of inclusive education are analysed. The definition of communication skills of children with special educational needs has been clarified. Systematic - neuropedagogical, competence, personality-oriented and communicative-activity approaches to consideration of methodical tools for formation of communicative skills in junior schoolchildren taking into account their special needs and individual capabilities are applied. A model of formation of communicative-personal potential in children with intellectual disabilities and correction of their communicative individual-psychological properties has been developed. The program on formation of communicative competence and providing positive motivation for communicative interaction among students with intellectual disabilities, taking into account neuropsychological and pedagogical recommendations, is substantiated.

The article is devoted to the influence of neuropsychology on the modern student. The concepts of "neuropsychology" and "neuropsychological research", research and publications of domestic and foreign scientists on the development of neuropsychology and the use of methods that improve the work of the right and left hemispheres of the brain are considered in the article. The scientific potential of neuropsychology is indicated. Attention is drawn to the views of scientists who studied the neuropsychology of childhood. It has been found that there are many more books and periodicals in foreign literature that contain information on neuropsychology. A foreign project aimed at studying the brain is covered. It is emphasized that in modern educational institutions in Spain, teachers pay special attention to the neuropsychological characteristics of each child. Emphasis is placed on the difficulties of primary school children who need neuropsychological care. The focus is on the features of functional blocks of the brain and their mutual development. Emphasis is placed on the need to use health-preserving and play technologies in the organization of the educational process for teachers working on the Concept of the "New Ukrainian School". The effectiveness of kinesiological exercises for brain function, which contribute to the harmonious development of personality, has been proven. The significance of moving activities for the body of a child of primary school age is revealed. The powerful influence of means of musical and fine arts which help to develop visual perception, difficult spatial abilities, visual attention, memory, verbal and visual-motor skills on overcoming of neuropsychological frustration is proved. A block of neuropsychological exercises to activate the brain is presented. Samples of corrective exercises are highlighted: breathing exercises, massage, oculomotor exercises.

The clinical-psychological-pedagogical picture of autistic personality disorders of a child is highly complex and diverse compared to other mental development disorders. The divergence of researchers' views on the autism clinic leads to a scientific discussion on the problem of conceptual and terminological base of definitions and concepts, so, as a consequence, the problem has a conceptual and diagnostic orientation. Summarizing the research of scientists, we highlight the characteristic manifestations of autism in older preschool age: lack of mental activity; violation of the interaction of mental functions; unevenness, partialness of intellectual development; gross violations of purposefulness and arbitrariness of attention; lack of lively interest, interest in the new, environmental research; the tendency to perceive information as if passively absorbing it into whole blocks; the reaction of departure from the influences of the environment directed on the child; adverse reaction or no reaction at all when trying to draw attention to the objects of the surrounding reality; rapid exhaustion and oversaturation with any purposeful activity; difficulty concentrating; difficulties in symbolization, transfer of skills from one situation to another; impaired formation of social and communicative functions. Having analyzed many scientific studies, we can determine the number and variety of speech disorders in children with autistic disorders: challenging to interpret crying; limited barking; lack of imitation of sounds; phonography of speech; mutism; echolalia; words-stamps, phrases-stamps; neologisms; limited use of pronouns; lack of speech in speech; speech autonomy; speech disorders; inability to form words; violation of the semantic, syntactic, grammatical structure of speech; violation of speech melody; violation of prosodic components of speech; inability to engage in dialogue; specificity of the development of monologue speech.

Анотація. На сьогодні в Україні, у сфері психологічної допомоги неповносправним людям спостерігається відсутність чіткої та сформованої психологічної допомоги батькам дітей з особливими освітніми потребами. Аргументовано та узагальнено важливість роботи над психоемоційною сферою батьків. Психологічна допомога для батьків складається з етапів, які йдуть почергово. Етапи роботи: інформативний, діагностичний, психологоконсультативний. Проаналізовано теорію і методику соціально-психологічної роботи з родиною, яка виховує дитину з психофізичними порушеннями. Узагальнено та удосконалено практичну концепцію на основі опрацьованих теоретичних засад та психологічних досліджень роботи з батьками дітей з особливими освітніми потребами. Представлено комплекс роботи з родинами, що спрямований на корекцією та стабілізацію емоційних станів у батьків, роботою над взаєминами у сім'ї. Обґрунтовано важливість роботи саме з емоційною сферою батьків та надання психолого-консультативних послуг цілій сім'ї. На основі різних принципів, а саме: психокорекції, виховних, сімейно-центрованих та мотиваційних представлено різноманітні моделі психологічної допомоги родинам осіб з особливими освітніми потребами, які описані в даній статті.

The article raises the issue of general speech underdevelopment in six-year-old children as a disorder of complex aetiology, which includes a combination of genetically determined insufficiency of certain brain systems with the consequences of organic damage to the central nervous system. This topic is of significant interest these days, because moderate general speech underdevelopment with a positive prognosis occurs in 15-25% of children and an average of 5% have severe disorders that interfere with adaptation. Children with such underdevelopment have difficulties in social development, quality of which directly depends on the level of development of the ability to build coherent statements that prevent formation of readiness for school. The article contains a description of the features of motivational and volitional readiness for school in children with general speech underdevelopment, methods of its evaluation and a review of experimental research. A psychological readiness for school from the point of formation of motives and their features, as well as the quality of self-regulation of children with general speech underdevelopment is characterized. Conditions for development of coherent speech in children of this category and the features of purposeful and consistent correctional and pedagogical work are considered. Examples of correctional methods from the point of view of neuropsychology and substantiation of necessity of creation of pedagogical conditions for correction and development of speech in children with the general underdevelopment of speech are presented. For a long time, the issue of readiness of pre-schoolers for school has been of vital importance, which is due in part to the current large-scale socio-economic changes in society.