SUMMARY
The article deals with the interaction of sociology, in particular the practice of social work, with neuropedagogy and neuropsychology; The main political, legal and pedagogical principles of neuropedagogy of disability are outlined. Taking into account the new inclusive paradigm of disability, modern social, pedagogical and psychological approaches to accompanying children with special needs, the points of intersection of neuropsychology with other socio-humanitarian disciplines? There is also a brief digression into the formation of neuropedagogy as a science, the classical principles that formed its basis and the main achievements in modern times (since the 70's of the twentieth century). The article identifies and compares a set of psychophysiological and social problems of children with disabilities, which can be solved by the integrated use of social support and neuropedagogy. The expediency of development and implementation of scientific results of the newest interdisciplinary field - neurosociology is substantiated. During the research, methods relevant for theoretical works were used - historical excursion, analysis of theoretical material, generalization, comparison, interdisciplinary extrapolation. The discussion revealed that the patterns obtained during the study of traditions and innovations in the system of social work and neuropedagogical support are currently relevant and widely analyzed in scientific discourse: in sociology, pedagogy, psychology, defectology, correction, rehabilitation and medicine. It is established that the prospect of further research is a constructive synthesis of the above disciplines in the field of neurosociology with the development and delineation of a universal categorical apparatus and methodological and diagnostic tools.