Peculiarities of the Formation of Professional Competence of Special Education Teachers and Practical Psychologists as an Aspect of Neuropsychology

The article deals with the professional development of special education teachers and practical psychologists. The main approaches to this process as a set of research and practical activities in the context of neuropsychology are considered. In addition, it is shown how to develop professional competence in the context of the modern educational paradigm. Research activity is considered as the result of theoretical and methodological approaches to the professional activity of special education teachers and practical psychologists. It is important that the article reveals the main manifestations of the scientific and practical activity of special education teachers and practical psychologists, through the method of determining the level of their professional competence as a result of neuropsychological approaches. The main goal of the article is the analysis of the considered problem in the context of the modern educational paradigm. Accordingly, the article proves that the educational process can be considered effective when it is based on new approaches and technologies aimed at involving children in active learning. There are obvious connections between the effectiveness of the scientific and practical activities of special education teachers, practical psychologists and the level of development of children's competencies and values. The research methods include generalisation, analysis, description of scientific methods,, and practical activities in the context of the modern educational paradigm of neuropsychology, as well as current ways of researching the connections between the professional activities of a defectologist and a practical psychologist, the levels of competences and values of children.