Neurological Approaches in an Inclusive Educational Environment: Effectiveness of Support for Children with Speech Disorders

Abstract

Objective: The study aims to determine the role of neuro-speech therapy in correcting speech disorders within inclusive education through an analysis of global experience and to develop practical recommen-dations for applying neuro-speech therapy approaches in inclusive settings. Methods: The research is based on general scientific methods, including induction and deduction, as well as systematization, bibli-ographic review, and analytical approaches. These methods were used to examine international scientific literature and to identify current trends and gaps in the application of neuro-speech therapy. Results: The findings reveal significant challenges related to inconsistent international terminology in the field of neuro-speech therapy, which complicates access to relevant information and limits effective knowledge exchange. In addition, there is a lack of comprehensive empirical research assessing the effectiveness of neuro-speech therapy interventions in correcting speech disorders. Despite these limitations, the analysis of scientific sources and practical experience allowed for the identification of key principles of neuro-speech therapy. Based on this, a set of recommendations was developed to support the implementation of these approaches in inclusive education. Conclusion: Neuro-speech therapy represents a promising direction for improving the correction of speech disorders in inclusive education. However, further research and standardization of terminology are required. The proposed recommendations contribute to enhancing professional practice among speech therapists, neuropsychologists, and educators working in inclusive environments