PROBLEMS OF SCHOOL ADAPTATION OF CHILDREN WITH COMPLEX DEVELOPMENTAL DISABILITIES

The article deals with the problem of adaptation to school of children with complex mental development, such as autism and mental retardation. Following a number of Russian scientists the author defines school adaptation as the aggregate of components of meaningfully different levels (organizational, motivational, psychological and social). We consider the contradictions and difficulties between school adaptation of "special" children in the practice of inclusive education. It emphasizes productivity of neuropsychological approach in assessing the forms and methods of educational work with children with regard to their psycho-physiological state and characteristics of brain organization.