OPTIMIZATION OF THE ADAPTATION PROCESS IN STUDENTS WITH MINIMAL BRAIN DYSFUNCTION THROUGH NEUROPEDAGOGICAL METHODS
This study explores the optimization of academic adaptation in primary school students diagnosed with Minimal Brain Dysfunction
(MBD). The research focuses on the integration of neuropsychological interventions into the pedagogical framework, grounded in
A.V. Semenovich’s concept of “Reflexive Ontogenesis.” Through empirical analysis utilizing V.Y. Anfimov’s proofreading test
and B.Y. Schulte’s visual tables, a significant increase in cognitive endurance and attentional processing speed was observed.
Motor coordination assessments via N.I. Ozeretskiy’s methodology validated the hypothesis that cognitive performance is
inherently linked to interhemispheric integration. The study concludes that an ergonomic, neuro-pedagogical approach effectively
compensates for neurodynamic deficits, ensuring sustainable school adjustment for students with neurodevelopmental challenges
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