Neurodevelopmental Pedagogy in Early Childhood: Identification and Support of Children with Special Educational Needs
DOI:
https://doi.org/10.60059/SPL.2024.2.3-18Keywords:
neurodevelopmental pedagogy, preschool age, special educational needs, early intervention, nclusive educationAbstract
Against the backdrop of the growing prevalence of neurodevelopmental disorders in early childhood, optimizing approaches for early identification and intervention for children with special educational needs (SEN) in Bulgaria is of critical importance. This study aims to systematize the theoretical frameworks of neurodevelopmental pedagogy and to analyze empirical data regarding its application within the inclusive preschool education system. The research is based on a retrospective analysis of quantitative and qualitative data from the activities of the Regional Center for Support of the Process of Inclusive Education (RCSPIE) – Sofia City for the period 2023–2025. It examines the structure of registered cases of children with SEN by categories of difficulties, the therapeutic and pedagogical interventions applied, and an assessment of the children's developmental dynamics.
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