Historical-Pedagogical Aspects of Special Education Development in Ukraine

У статті здійснено історико-педагогічний аналіз становлення і розвитку спеціальної освіти в Україні; з’ясовано ставлення суспільства до аномальних дітей в історичному плині; відзначено особливо сприятливі роки для створення диференційованої мережі спеціальних закладів для дітей із різними вадами розвитку й удосконалення навчально-виховної роботи в них; проаналізовано сучасні підходи щодо порушень розвитку і засобів їх психолого-педагогічної корекції у спеціальних закладах освіти. Наголошено, що на сучасному етапі модернізація спеціальної освіти в Україні спрямована на її демократизацію та якісні зміни.The article presents historical-pedagogical analysis of special education formation and development, the attitude of society to abnormal children in the historical period is clarified, beginning with the slave system. The Middle Ages was marked by the stay of persons of the specified category in complete isolation, in Kievan Rus, the situation in this period differed from the Western European countries, where disabled children received help. In the Renaissance period the attitudes of society to abnormal children changed, the isolation from society was cancelled. Until 1917 the situation with anomalous children in Ukraine was extremely unsatisfactory. After 1917, in Ukraine the idea of special public education and training of all abnormal children was implemented. In the postwar years in Ukraine, a theoretical concept of deployment and allocation of the surdopedagogy, typhlopedagogy, oligophrenic pedagogy and speech therapy in the independent sciences was developed. The particularly favorable years to create a differentiated network of special institutions for children with various disabilities and improving educational work were outlined; the approaches of modern scientists regarding the developmental disorders and their psychological correction at special education institutions were analyzed. It is noted that at the modern stage modernization of education in Ukraine is aimed at democratizing and improving its quality. The objective is to build a flexible state system for early complex assistance to children with developmental disabilities. Creating a national system of early intervention, it is important to learn the advanced Western experience and take into account Ukrainian realities. It is common knowledge that one can ensure the effectiveness of the developed by the scientists methods of correctional and educational work only in conditions of their systematic and early use in the modern special school taking into account a differentiated approach depending on the structure of disadvantage. It is stressed that the main characteristic of special schools of the XXI century should be remedial and preventive orientation of the pedagogical process, which involves adjustments and overcoming child’s impairments – motor, speech, intellectual and behavioral