DIDACTIC POSSIBILITIES OF PREPARING FUTURE SPECIAL EDUCATORS FOR THE CORRECTION OF ATTENTION DEFICIT HYPERACTIVITY DISORDER IN CHILDREN

Abstract

Attention deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders of childhood, affecting roughly 5–7% of school-age children worldwide. The success of corrective work with such children depends largely on the professional readiness of the special educator. This article examines the didactic possibilities of higher education in preparing future special educators (defectologists) for the diagnosis and correction of ADHD. It describes the components of professional readiness, the content of training, and the methods and technologies that build it: case-based learning, simulation and role play, video analysis of lessons, project work, digital tools and supervised practicum. A four-stage model of training is proposed, together with criteria for assessing students' readiness and a matrix linking didactic methods to the components of readiness. The article concludes that the integration of theory, practice-oriented methods and reflective activity significantly raises students' readiness for corrective work with children with ADHD.