Abstract: The article examines the place of an actively developing scientific direction – neuropedagogy – in modern education. The purpose of the work is to analyze the principles used in neuropedagogy, the possibility of their integration into the education system, as well as the optimization of educational processes taking into account the individual needs of students to improve the effectiveness and quality of training. The topic of the application of neuropedagogy in practice is touched upon, and possible problems that this scientific direction may face are also noted. This article notes the importance of introducing neuropedagogics into the educational process in order to create more suitable conditions for an effective educational process. The author comes to the conclusion that in modern education there is an integration of methods of neuropedagogy and pedagogical practice.
Neuropedagogy is a promising scientific direction that can help solve many complex problems in education, drawing the attention of researchers to the connection between the process of education and the functioning of the human brain.
As part of the study, it was found that at the moment, with the help of neuropedagogics, it is possible to diagnose students to identify types of thinking, which will make it possible to conduct classes more effectively, taking into account the individual characteristics of students. The author comes to the conclusion that neuropedagogic methods allow individualizing learning, which has a positive effect on the effectiveness of knowledge acquisition, the development of creative abilities and a more accurate assessment of the results of the child's work.

Abstract: The problems of realization of the right to education guaranteed by the Constitution of the Russian Federation are characterized by interdependence, mutual influence and multiplicity. Quotas and segmentation in the higher education system are not new and are already known from the pre-revolutionary and Soviet periods of our country's history. The recent expansion of the number of categories of persons eligible for quotas for admission to universities requires participants in the education system to take measures to predict and prevent possible adverse events during and after training, as well as during the process of filling budget places according to quotas. It is noted that the post-traumatic stress disorder of combatants seriously impedes the assimilation of educational material, social interaction, mental, emotional and psychological health in general. To date, a change in the profile of the applicant and graduate is predicted (including their psychophysical qualities), in this regard, a change in the level of quality of training of professional personnel. Taking into account foreign experience in adapting the higher education system for veterans, the need for the formation of tools in the education system for socio-psychological, methodological (tutor) support and social support of veteran students is emphasized. The author comes to the conclusion that in order to solve the problems, it is necessary to implement comprehensive strategies and programs taking into account various aspects of education and thereby ensure universal access to quality education and the realization of the full constitutional right to education in the Russian Federation.