EDUCATION OF CHILDREN WITH DISABILITIES: HISTORICAL AND PEDAGOGICAL DISCOURSE

Abstract

The purpose of the articleis to analyze the experience of the organization and content of education of children with disabilities in the first third of the twentieth century.
Methodology. In order to achieve the goal of the research, the results of which are presented in the article, such general scientific methods as analysis, synthesis, generalization were used. The historical-comparative method made it possible to assess the phenomenon of teaching children with disabilities in the historical and pedagogical context, to determine the features of domestic historical and pedagogical experience, to compare historical and current trends in inclusive education. Narrative and hermeneutic methods provided the collection, description and evaluation of historical and pedagogical facts concerning the education of children with disabilities, combining them into a single sequence, interdependence and conditionality, taking into account the socio-political context of education in the first third of the twentieth century.
Scientific novelty. The article analyzes and summarizes the organization of joint education of different children, which indicates the development of inclusive education, and the activities of special education institutions in Ukraine in the outlined period.
Conclusions. Analysis of historical and pedagogical sources shows that, despite the lack of special terminology, in the pedagogy of the first third of the twentieth century there were processes related to the development of inclusive education and the creation of inclusive educational space. At the same time, during this period there was a system of special education for children with disabilities. Historical and pedagogical experience in the organization of education, development and social education of children with disabilities deserves further study in the context of current issues of modern pedagogy. Thus, in our opinion, the methods of teaching, social education and development of children with intellectual disabilities, as well as children with hearing and visual impairments, developed by Ukrainian scientists in the 20-th – first half of the 30-th of the twentieth century, are worthy of attention of scientists and practitioners.