Prerequisites for the emergence of specially organized education for children with special needs in Ukraine (end of XVIII - beginning of XIX century)

- Шевченко, В.М. (orcid.org/0000-0003-0119-3206) (2019) Prerequisites for the emergence of specially organized education for children with special needs in Ukraine (end of XVIII - beginning of XIX century) Науковий часопис Національного педагогічного університету імені М.П. Драгоманова. Серія 19. корекційна педагогіка та психологія, 38. pp. 164-169. ISSN 2320-0893

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Abstract

The article is devoted to the prerequisites for the emergence of specially organized education for children with special educational needs in Ukraine at the end of the eighteenth - early nineteenth century. It identifies the situation of children with special needs (the deaf, the blind, the mentally retarded) in the specified time period and the prerequisites that led to the emergence of specially organized educational institutions for such children. The author notes that children with developmental disabilities have long attracted the attention of representatives of different fields of knowledge – doctors, educators, lawyers, philosophers. In Ukraine, which by virtue of its geographical location has absorbed Eastern European and Asian cultures (in this case as part of the Russian Empire), the tradition of a particularly respectful attitude towards a person with visible physical, mental or mental disorders has historically been transmitted. In the tradition of Ukrainian culture, great importance has been attached to charity and charity work for people with serious abuses. This situation persisted until the last quarter of the eighteenth century. During this period, significant economic and cultural transformations took place in the Russian Empire, which contributed to the significant development of education and science. A new system of public education was introduced and pedagogy and medicine gained rapid development, which contributed to the initial stage of special education development. Proceedings of a private order on arrangement of a meeting-house, opening of special educational houses for mad people continued. The forms of their guardianship were improved, and measures of a general nature were taken. At the monasteries and churches there were special houses of care for the blind, deaf and other persons. However, organized activities did not contribute to the development of education and training of persons with special needs, but rather inhibited their development. One of the reasons for this delay is the legislation of the times when children with disabilities were declared incapacitated. The development of philosophical, medical and pedagogical knowledge has contributed to the awareness of the characteristics of abnormal children, the affirmation of the thought about the possibility and necessity of their education. Nevertheless, the state did not take care of such children, limiting their public rights legally.

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