The chronological stages of development of the system of special education in Ukraine and Poland (XIX - beginning of XXI century) are distinguished, scientifically substantiated: the first - 1805/17 - 1917/18; the second - 1917/18 - 1941/39; the third - 1943/44 - 1991/89; the fourth - 1991/89 - 2020. The basic social-political, economic, spiritual, and value determinants of social development were established, the vectors of formation of the theory and practice of special education in Ukraine and Poland at each of these stages were determined. Developed an algorithm of historiographic comparative analysis ("conceptual core" of the study). The logical-structural model of historical and pedagogical research organization on each of the mentioned stages (which central component is the algorithm of historiographical comparative analysis) was created, which allowed to subordinate the process of scientific search to a single strategy and to obtain the same units of analysis in the context of different historical time intervals.
The degree of representation of external and internal factors of special education quality in the process of historiographical comparative analysis of each of the stages of its system formation in Ukraine and Poland (XIX - beginning of XXI century) is established. Analysis of quantitative and qualitative changes at each of these stages allowed to bring the constant of gradual accumulation of quality factors in both countries, to determine their sequence, as well as to identify specific, inherent only to the system of special education factors of its quality (external: quality of compliance of the chosen educational route with the child's needs; internal: quality of resource provision to determine the child's needs and quality of acceptance of differences) that contribute to a deeper understanding of the quality of special education.
Identified key historical signs, similar and distinctive trends, indicators of quality development of special education at each stage of the formation of the system of special education in Ukraine and Poland (XIX – early XXI century).
The retrospective analysis of the dominant worldview beliefs that were influenced by social-political, economic, spiritual, and value determinants of social development at each stage and determined the main vectors of the formation of special education, which allowed to establish the causes of such trends, direct further research to study the mechanism of differences in order to design further progress of special education.
The analysis of the structure and results of modernization of the system of special education in Poland was carried out. Theoretical foundations and features of the implementation of special education reforms for children with special educational needs have been disclosed. Determined that a characteristic feature of the modern Polish system of education is the evolution of relationship form between a person and a person with disabilities.
Also developed the conceptual framework of reforming the special education system of Ukraine, taking into account the progressive experience of Poland. On the basis of the above conceptual framework defined organizational conditions, which consist decentralization of the education system, the development of new teaching systems and technologies, new types of educational institutions, the rejection of centralized educational standards, psychological and educational support for children and parents, the involvement of local communities to develop the education system, the introduction of new approaches to funding at the state and local levels, a clear delineation of authority and responsibility of various agencies and institutions, and the development of a system of special education. The prospects for the implementation of historical and pedagogical experience in the development of special education in the modernization of education in Ukraine were determined. According to the new principles and challenges, modern special institutions need a certain modernization and improvement with the prospect of providing them with new functions under the condition of the development of qualitatively new interaction between special and general educational institutions.
