NEURODIDACTIC FOUNDATIONS OF INCLUSIVE EDUCATION IN WALDORF SCHOOLS

Abstract

The article examines the neurodidactic foundations of inclusive education in Waldorf schools. They have productive ideas in the field of training and health-improving forms of work aimed at improving the psychotherapeutic state of students with special needs. Waldorf methods of teaching such children correlate with the provisions of neurodidactics. Among the factors of high educational and health-improving effectiveness of these schools are: harmonization of the development of both hemispheres of the brain; directed development of sensory-perceptual feelings and skills, understanding of the world through artistic images, emotionally colored art-therapeutic activities, individual approach to students, development of creativity, naturalness, muscle movement and fine finger motor skills, Anthroposophical therapeutic pedagogy, facilitation and collective beginning.