Display of external differentiation in the organization of school education in Ukraine on the example of institutions for children with special educational needs (1991-2000)

У статті відображено зовнішня диференціація в організації шкільної освіти в Україні на прикладі закладів для дітей із особливими потребами; розглянуто розвиток спеціальних різнотипних закладів освіти для дітей з особливими освітніми потребами. Авторкою здійснено історико-педагогічний аналіз розвитку цілої мережі цих закладів за допомогою методів аналізу, синтезу, систематизації й узагальнення. Показано розвиток та особливості вдосконалення і реформування системи освіти дітей із особливими потребами в досліджуваний період. Стаття може бути вказівником до пошуку оптимальних шляхів соціалізації дітей із особливими освітніми потребами та їх інтегрування в суспільство. Перспективи подальших досліджень полягають у пошуку шляхів удосконалення системи спеціальних закладів освіти.The article reflects external differentiation in the organization of school education in Ukraine on the example of institutions for children with special needs. Development of special multi-type education institutions for children with special educational needs has been considered. The author has carried out a historical and pedagogical analysis of the development of a whole network of these institutions using the methods of analysis, synthesis, systematization and generalization. Development and features of improving and reforming the education system of children with special needs in the period under study are shown. It is proved that educational process of pupils (students) in a special school (boarding school) was carried out taking into account the peculiarities of mental and physical development in terms of content, forms and methods of their training, corresponding to the daily routine, which ensured systematic educational and correctional and developmental, medical and preventive work, rehabilitation measures. In addition, the educational process in a special school (boarding school) had a corrective direction. Thanks to an individual and differentiated approach, prerequisites were created for overcoming mental and physical impairments, assimilation by students (pupils) of program material, development of their abilities, vocational training, and further socialization.It is found out that the task of reaching all children with special needs, social and pedagogical influence, providing psychological, medical and pedagogical assistance was characteristic of this period. It was also determined that in 2000 an extensive network of residential institutions was established, in which children who needed social protection were kept, studied, educated, received a complex of remedial and rehabilitation, medical and recreational activities (orphans, and impaired physical or mental, disabled children, etc.)It was established that, following external differentiation, schools were divided according to different types of special institutions for children with special needs. It has been proved that despite improvement in the development of the educational process for children with special needs, since the mid-1990s, their network has begun to shrink. The article can be a pointer to finding the best ways to socialize children with special educational needs and their integration into society. Prospects for further research are seen in finding ways to improve the system of special education institutions