Problems of modern neurodidactics and inclusive education

Introduction. Neurodidactics is positioned as an innovative area of organizing educational interaction, the purpose of which is both individualization and universalization (standardization) of learning. Neurodidactics is also sometimes viewed as a transitional stage from didactics as a process of interaction between a teacher and pupils (students) to the direct transfer of knowledge and skills through invasive and non-invasive neurotechnological devices. Modern neurodidactics-related problems in Russia are associated with the fact that robots and other technologies are used to destroy the traditional education system, and not to strengthen it. In an inclusive model, human interaction is the cornerstone of the learning system; however, neurodidactics, which could contribute to optimizing and increasing the significance of this interaction, tends to reduce and eliminate it from education. The aim of the research is to comprehend the problems of modern neurodidactics in inclusive education. The research methods include theoretical analysis and synthesis of the problems of neuroeducational technologies in inclusive education. The novelty of the research is associated with understanding the problems of creating, using and correcting neurotechnologies in inclusive education. Results and Discussion. Neurodidactics is connected with a variety of problems resulted from lack of scientific substantiation of developments in the field of neurotechnology, systemic violations in the field of implementation of these technologies considered capable of replacing didactic interaction with "direct" data transfer, that is with accumulated errors, correction of which is now and will be in future a serious problem for pedagogy. Conclusions. Neurodidactics researches in inclusion carry ambivalent ideas about the importance of supporting, improving a person and that imperfect people should not be admitted to education, do not need it, just like society does not need to teach them. Despite the significant potential of helping people with disabilities to compensate and correct violations of their functioning and development, modern neurodidactic developments are significantly limited both technologically and axiologically.