Relevance. The problem of socio-psychological safety of education, prevention and correction of didactogeny, including in conditions of intensive innovation, is one of the cornerstones for modern pedagogy. The relevance and expediency of the study is due to the fact that scientific and practical discussions in assessing the innovative potential of the neurodidactic approach, its capabilities and limitations in the prevention and correction of didactogenies and other disorders in inclusive, special and general education are few. The purpose of the study is to assess the innovative potential of the neurodidactic approach in inclusive education, including in the context of psychoprophylaxis and psychocorrection of didactogenies. The scientific novelty and theoretical significance of the study lies in the analysis of the possibilities and limitations of neurodidactics in the correction and prevention of didactogeny. Methodology. The methodological basis was a systematic approach to the analysis of the possibilities and limitations of neuroeducational technologies in inclusive education, including in the context of psychoprophylaxis and psychocorrection of didactogenies. The research method is a theoretical analysis of the innovative potential (opportunities and limitations) of the neurodidactic approach in inclusive education. Results. The author presents the results of the analysis of the innovative potential of necrodidactics in the context of psychoprophylaxis and psychocorrection of didactogeny. The study shows that the innovative potential of neurotechnologies in inclusive education is limited: the application of neurological knowledge in pedagogy is often formal, and the development and creation of neurotechnological devices (neural interfaces, etc.) are associated with numerous ethical, psychological and social problems. Neurotechnologies as a particular type of digital (and, in some cases, biotechnologies) are part of the process of digitalization of education, which leads to numerous problems and costs, pseudo-innovations that reduce the quality of education. Conclusion. The performed analysis allows us to conclude that the neurodidactic methods and concepts of modernity are an attempt to terminologically reformulate part of the traditional repertoire of methods, principles and technologies of general and special didactics. The prospect of the study is further analysis of the postulates and options for neurodigitization in inclusive education in order to find ways to use it in order to harmonize and optimize the inclusive educational process.