The purpose of the research is to determine ways in order to train teachers for the implementation of a universal design in educational activities at secondary education institutions. 378 teachers (Ukraine) on the Google-forms platform took part in the survey. It has been highlighted that the basic differences between the theory and practice of the implementation of inclusion and universal design are as follows: inclusion is more difficult to apply in practice; design needs clarification of some practical concepts. It has been determined that the most common methods of involving into the implementation of universal design are manifestation of enthusiasm, providing examples and feedback to students; representation through class discussions, laboratory experience and images; group discussions in the classroom, projects, workshops and tests.  It has been noted that UD can be used to create educational applications in order to adapt the learning space to the needs of the student (elements of physical spaces and instructions in order to make them more accessible, useful, and comprehensive).

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Aim: To study the levels of development of emotional intelligence in high schoolers with intellectual disabilities and correlation with their health status. Materials and Methods: The experimental part of the research involved the use of the valid psychodiagnostic techniques (Hall’s method, the Mayer-Salovey-Caruzo Emotional Intelligence Test, ”Understanding Emotional States”, ”Human Drawing”), as well as methods of questioning and observation. We used the rank correlation coefficient according to the two-sided Student’s t-test in order to compare the results of the research. In experimental research involved 76 high schoolers in the age of 14-17 who studied in 7-9 grades. There were 45 children with intellectual disabilities and 31 high schoolers with normative development. Results: The conducted diagnostic work made it possible to establish both the integrative indicator of emotional intelligence and the levels of expression of its individual components. Low and medium levels of emotional intelligence development in high schoolers with intellectual disabilities was found: a decrease in the level of perception of emotions by expression; superficial perception of expressive features, vagueness of ideas about them; insufficient differentiation of the constituent elements of the emotional standard. Conclusions: It is proved that the low state of development leads to significant difficulties that arise during interaction with each other, and this primarily affects the further socialization and integration into society.

The article analyzes the age and neuropsychological features and means of developing the child's emotional intelligence based on foreign and domestic experiences. An attempt is made to generalize the definition of emotional intelligence in the scientific literature. A neuropsychological approach to studying the relationship between a child's emotional development and emotional and rational brain has been implemented. The vital role of social and emotional learning of students (SEL) on their academic success and personal growth in the research of modern foreign researchers is emphasized. In the organization of emotional development of the child's personality, a complex combination of the principle of systematics is recommended, taking into account the social nature of the psyche with the principle of biological (brain) organization of emotional phenomena. The psychological characteristics of the emotional and personal sphere of the child and some emotional disorders in the context of neuropsychology are analyzed. The essence of the interaction of biological and social factors in the development of mental functions of emotions taking into account their subcortical-cortical brain mechanisms is revealed. The program on developing the child's emotional intelligence with the indication of actual conditions of its realization is developed. The success of the development of emotional intelligence in children with reliance on art-therapeutic methods has been noted. It is recommended to use neuropsychological technologies for the child's mental development, focusing on the doctrine of the three functional blocks of the brain and solid mental activity to form new neural connections. The necessity of neuropsychological support of left-handed children is argued.

In the article an author is carry out the short analysis of psychologicalsources from the study of problem of emotional intellect. On the basisof theoretical analysis generalized given in relation to the features ofemotional intellect, that includes ability to watch the own feelings andfeelings of other people, distinguish them and use this information fora management thinking and activity. The basic theoretical and experimentalachievements of scientific researches that touch the aspects ofproblem of emotional intellect are outlined. Scientific and methodological,domestic and foreign sources on special pedagogy and psychology aresystematized.Theoretical analysis of the problem of emotional intelligence suggeststhat EI in general is considered as a cognitive-personal education withthe most pronounced cognitive component, as a set of mental abilities tounderstand and manage emotions, as well as knowledge, skills, operationsand strategies of intellectual activity. associated with the processing andtransformation of emotional information.Theoretically, it has been found that students with intellectual disabilitieshave an immaturity of the emotional sphere and primitive emotionalresponse.The obtained data are the basis for the development of a system ofmeasures aimed at the successful adaptation of these children to societyand will contribute to the effective acquisition of emotional competence.Thus, it can be argued that the problem in question is relevant in severalrespects: theoretical, because, as noted above, it is underdeveloped,social — since human civilization may be in a state of self-destruction if the emotions are further considered. as opposing the mind, as being inaccessibleto conscious control and regulation, in psycho-pedagogical — ifon the basis of experimental study of the peculiarities of the course ofemotional processes and states and stable properties of the personalitynot scientifically substantiated approaches to the targeted formation intraining and education emotional reasonable business training.