It was analyzed that theoretical bases of the realization process of the neuropsychological approach in the correction of the children's development who have difficulties in training based on needed complex diagnostics in the conditions of constant monitoring of a condition in their development, constant improvement of methods and receptions of inclusive training of primary school age pupils. It is determined that the application of corrective neuropsychological influence on the damaged development of personality is one of the important areas of correctional pedagogy, which uses the compensatory capabilities of the child's brain. The article describes the content and features of neuropsychological features of developmental correction of primary school age children who have learning difficulties (psychomotor skills, speech, cognitive processes, visual-objective perception, emotional disorders, etc.). Means of neuropsychological correction are presented, which are represented by two blocks: formation and development of a sensorimotor component of higher mental functions and development and correction of cognitive functions and components that are part of them. The organizational and pedagogical conditions for the development of junior schoolchildren's creativity with special educational needs have been developed and experimentally tested, in particular: the creation of a creative development environment through the introduction of game teaching methods; intensification of subject to subject interaction of participants of the educational process in the conditions of inclusive education based on partnership pedagogy; maximum enrichment of subjects with creative content to increase the experience of creative self-expression of students in lessons and extracurricular activities successfully tested during the formative stage of the experiment.

The article reveals the essence of speech and speech therapy as a component of the rehabilitation process in restoring the health of patients who have suffered acute impairment of cerebral circulation. The concept of cerebral vascular insufficiency was analyzed, which refers to cerebral physiological changes in old age and associated conditions of speech impairment. Vascular diseases of the brain are not only a medical problem, but also a social one: they cause enormous damage to the economy, considering the costs of treatment, medical rehabilitation, and losses in production. The effectiveness of motor recovery after an ischemic stroke in the early recovery period depends largely on timely rehabilitation. Physical exercises have a positive effect on the recovery of the body systems of people who have had an ischemic stroke. The most frequent consequences of stroke in about 40-50% of the total number of patients are disorders of speech function, manifested in the form of aphasia and dysarthria, which are often combined with pathology of other higher mental functions (various types of agnosia and apraxia). Today, speech therapy is practiced by specialists both as a separate method and in combination with other techniques, and is used in individual and group work, including work with patients who have had an acute impairment of cerebral circulation.

The article reveals the problem of neuropsychological technologies for maintaining, strengthening and developing human health from early to adulthood as a set of corrective and developmental measures to ensure the relationship of an optimal level of a functional brain function with efficiency and learning - conditions of well-being and quality of a life in different age groups. . The functional role of neuropsychological health technologies is reflected. Within the objectives of the article, an attempt is made to define health as a condition for effectiveness in learning and activities, a sense of comfort through the optimal provision of an interhemispheric interaction and the development of higher mental functions. Neuropsychological health technologies are primarily concerned with the prevention of a nervous exhaustion, mental retardation and neuropsychological corrective effects. The professional tasks of a modern neuropsychologist of an international level should serve needs of the individual subject of their own life with the value of maintaining and developing health, in a person-centered humanistic approach. Implementation of neuropsychological technologies of preservation, strengthening and development of health requires competent neuropsychological and subject (personality-oriented) humanistic approaches taking into account individual features of the subject of interaction with the specialist of a neuropsychological professional training, specifics of a  neuropsychological problem and social demands for values to preserve, strengthen and develop, above all, physical and mental health.

Today, there are several activities and projects designed to help pupils of rehabilitation centers successfully adapt to life and learn to interact with other people. A certain suppression of a child in the rehabilitation center gives rise to passivity, indifference to the problems of others, protests, or a desire to attract attention is found in hooligan acts, child violence, ridicule, taunting, harassment of others, and even cruelty. There are blurred ideas about the manifestation of a value attitude towards a person. This is especially true for children with negative life experiences, orphans, and children deprived of parental care. Such children try to gain attention in every way, limit contact with others and go to conflicts because they don’t understand the essence of a value attitude to another person. Therefore, in raising a value attitude towards another person, teachers should take into account the life story and experience of a child, confidentially discuss his problems with him, accept the pupil as he is, involve him in active interaction with other pupils, show love and trust in a pupil, tune him for the future and search for his purpose and meaning of life, develop the child’s abilities. The conditions in which pupils of boarding schools are located cannot be called favorable due to their orientation towards a policy authoritarian style of education, leveling the personality. At the same time, foreign boarding schools optimize the value potential of a person by improving conditions and using a personal approach to the moral needs of a child, developing his/her needs and abilities. In boarding schools, pupils learn to independently solve various life problems; their contacts with peers are constant. Pupils know each other well, they are united, which helps them make a decision collectively and achieve goals. However, pressure on an individual is strong, which must adopt general rules of life. This often leads to the destruction of the personal Self - the concept, the desire to be like everyone else.

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