Training of defectological staff in Ukraine in the 30s of the twentieth century

- Шевченко, В.М. (orcid.org/0000-0003-0119-3206) (2020) Training of defectological staff in Ukraine in the 30s of the twentieth century Освіта осіб з особливими потребами: шляхи розбудови (16). pp. 343-359. ISSN 2313-4011

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Abstract

The article deals with the issues of defectology training in Ukraine for special schools in the last decade before World War II. The aim of the article is to highlight the organization of the process of training specialists in Ukraine to work with children with special educational needs. In order to achieve this goal, the research methods used were search, analysis, systematization and generalization. The author notes that the new educational policy of the Soviet authorities, which was formed and implemented in the late 20s and early 30s, needed to expand various forms of training for future defectologists and improve the quality of their professional education. The socio-cultural conditions that prevailed in Ukraine in the early 30s demanded reforms of the entire education system for children with disabilities, which resulted in the development of the necessary documents. Accordingly, it was recommended that the training of defectology specialists in higher education institutions and in courses should be expanded. Subsequently, courses and advanced training for defectology teachers in Ukraine for work in special schools were held at physical disabilities medical and paedological institutes, medical and paedological offices and individual pedagogy offices of experimental and pedagogical stations. A retrospective study makes it possible to highlight the peculiarities of the training and retraining of teaching staff for special schools during this period. Due to these features, both theoretical and practical aspects of training of students-defectologists were minimized, which did not correspond to the specifics of their future activities, and there was no distribution by directions. Thus, the research shows that, during that chronological period, the network of special institutions for children with special needs increased and, accordingly, the number of institutions for the training of defectology teachers needed to be increased and expanded. However, it was not until the late 30s that the number of such establishments began to grow actively and a system for the training of specialists was put in place.

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