THE ROLE OF THE NEUROPSYCHOLOGIST IN GENERAL EDUCATION INSTITUTIONS

Аннотация

This article will talk about the role of neuropsychologist in learning with problem children Key words: School, children, neuropsychologist, neuropsychological examination, neuropsychological diagnosis, neuropsychological correction. Nowadays children - our future - cause serious concerns for psychologists, teachers, paediatricians and other specialists, as the number of so-called "problem" children with learning difficulties in kindergarten and mass school, with behavioural and emotional problems, somatically weakened and socially maladapted is steadily increasing all over theworld. There are many reasons for this appalling situation: endo- and exogenous factors, the decline in women's reproductive health, the imperfection of the system of prenatal protection of the foetus, and the imperfection of the medical system of obstetrics. On the other hand, the fact that this problem is raised in the press, the increased attention to the child population is one of the most important manifestations ofthedemocratisation of society. Why can neuropsychology help in solving these problems? Firstly, because domestic paediatric neuropsychology has a deep theoretical grounding. [2, 117]It is based on:  Conceptions offunctional systems and theirheterochronic development;  Conceptions ofthe relationship between biological and social in child development;  The concept ofthezoneofproximal development and thetheory ofinteriorisation;  The theory of systemic dynamic localisation ofhighermental functions.  The principleof syndromic analysis ofHPF.  Cultural-historical approach to the human psyche - orientation in analysing the formation of mental functions and their disorders not to the disease, not to the defect, but to the development, to the search in the history of culture for the causes of mental phenomena and ways to compensate for thedefect. The defect prevents the child from acquiring culture, and the means of culture help the abnormal child to overcome thedefect. Defects in biological development, such as perinatal complications, genetic pathology or sensory deprivation, which cause delays and distortions in mental www.wordlyknowledge.uz ILMIYMETODIK JURNAL JOURNAL OFIQRO –ЖУРНАЛ ИҚРО –IQRO JURNALI –volume 15,issue01,2025 ISSN:2181-4341, IMPACT FACTOR( RESEARCH BIB )–7,245,SJIF–5,431 development, are usually exacerbated by pedagogical errors or aberrations, leading to difficulties in learning and adaptation of the child. Conversely, proper psychological support for an abnormal child significantlycompensates forhis orher problems. [4,38] At thesame time, wemust always remember that there is nochild who does not want tobe good! The neuropsychologist is called upon to determine the causes of the child's difficulties with the help of a comprehensive neuropsychological examination. For example, behavioural disorders are often attributed to the fact that the child has been badly brought up at home. The neuropsychologist makes sure that these are exceptionally rare cases, and often there are underlying causes ofmisbehaviour:  Artificially accelerative model of preschool education that does not correspond to the neurodynamicorganisation ofthechild;  Frightening and irritating sensory impressions;  Unlimited volumeofsensory impressions;  Unformed communication skills;  Childexhaustion;  ADHD syndrome. The list goes on. The nature of learning difficulties, delays in cognitive, speech and motor development are noless complex. It is important that the goal of neuropsychological examination "is not a negative characteristic of the child, but its positive characteristic, which can become the basis of an "educational plan". It is possible if L.S. Vygotsky's requirements for the examination of a "problem" child are observed: "separation of fact finding and interpretation; maximum specialisation of methods of investigation of individual functions ... and dynamic typological interpretation ... and dynamic typological interpretation ofthedata obtained inthestudy fordiagnostic purposes."[1, 257] Lurian methods of neuropsychological diagnostics, unlike psychometric methods, do not determine the level of learning achieved in the past, but the potential for learning. They are focused not on the product but on the process of task performance by the child, analysing the nature oferrors or failure of performance. That is, they donot limit themselves tostating adefect, but analyse which structural-functional component suffers primarily and leads to underdevelopment of a given ERP as a whole, and determine and create conditions for improving the efficiency of the child's activity, as well as objectify the dynamics of the functions developed in thecorrection course. Let us consider themain tasks of aneuropsychologist in ageneral education children's institution:  To carry out tracing diagnostics of development of cognitive activity of the child and its separate components;  To study individual-psychological features, self-esteem, reac