The scientific and historical interest in the development of special education arose due to the relevance of research on historical phenomena, factors related not only to socio-political and economic upheavals, but also, for the most part, to the search and activation of educational areas, effective methods and techniques of teaching, development and upbringing of children from birth to adulthood. The philosophy of modern education refers to the history of personality formation from self-education to the system of institutional influences on it. With regard to the formation of local educational institutions in Ukraine, the centralization of power dictated and shaped the same trends in educational processes in all republics of the former Soviet Union, which were characterized by totalitarianism, lack of scientific substantiation of methods and special techniques, the ideology of pressure and humiliation of the child, lack of cooperation with parents, copying standard methods of reward and punishment in the educational processes of the school. At the same time, some bold and scientifically creative measures by government officials, school and extracurricular activities' management have revealed evidence of the development of educational and upbringing processes where the best historical trends and patterns of growth have been found and tested in psychological and pedagogical practice on a scientific and methodological basis, and remain relevant in the modern content of education.
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In the thesis, in order to compare views, ideas, concepts, and proposals based on historical analysis, the dialectic of understanding nature as a cause of various disorders in children and socio-psychological and pedagogical difficulties and superstructures that have arisen as a result of pathological functioning of the central nervous system (brain) in children is presented. European scientists are abandoning the focus on natural pathology in favor of views and theories of knowledge supply through the environment.
The dissertation emphasizes the enlightening idea of world scientists, philosophers, priests, teachers, and doctors to create compensatory functional systems of intelligent signs to teach disabled children. Scientists have worked hard not only to create new systems of signs for learning, but also to make them an effective means of intellectual development of a child. The study found that scientists began to criticize small schools in the context of experimental sites, which indicates their responsibility to use adequate means and corrective techniques during the educational process. Teachers not only taught, but also paid attention to vocational training to teach students how to make tools for independent survival. The ideology of the Enlightenment formed new concepts and definitions such as moral education, humane and preserved regimes for the mentally ill, consistent treatment, constructive activity; prisons were transformed into hospitals, and insane asylums into separate sections of special institutions.
Given the social significance of helping people with mental disorders and significant achievements in the philosophy of medicine, psychology, and pedagogy, the history of attitudes toward special needs later evolved into the formation of personality in churches, hospitals, and private schools. The ideas of J. Seguin, S. Michel, Locke, Diderot, Rousseau, D. Pinel, V. Gaillard significantly influenced the creation of such institutions in our country. The first institution for children with psychophysical disorders was founded in Kyiv (1904) by Professor O. Sikorsky and a medical and pedagogical institute was opened.
The thesis reveals the relationship and essence of public education in Ukraine with the support of public organizations in the early twentieth century. Thus, medical, charitable, and public organizations put pressure on the state authorities to open new state institutions for "defective" children and teach them.
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It was found that the world and domestic trends in helping such students were added to the medical model, and a new theory of normalization (correction) was added and began to dominate. These ideas were mainly implemented by psychiatrists who intensively studied the pathology of the nervous system, and there was an emphasis on scientific developments on the relationship between brain pathology and mental disorders. In Ukraine, the question of the importance of not only their treatment, but also education and upbringing in special schools is being raised. The definitions "educational system of social upbringing", "special educational approach", "defective child", "morally defective child" have appeared, which indicates a tendency to the formation of a "defective" childhood. Therefore, the method of critical analysis revealed that, according to the attitudes of government officials, students with special educational needs were understood as a separate category of people.
