Shevchenko S. - Organization of the educational process for children with special needs in the era of independence of Ukraine (2000 s).

Contact: Svetlana Shevchenko, PhD of pedagogy, Institute of pedagogic National academy of pedagogical sciences. Research interests: history of pedagogics, history ASL pedagogy, development of children with violations of rumor.

The article reflects the organization of the educational process of schools for children with special needs in the independence of Ukraine; examined the rights of children with special educational needs. The author analyzes the organization of the educational process of schools for children with special needs using methods of analysis, synthesis, systematization and generalization. An article can be a
pointer to the search for optimal ways of socializing children with special educational needs and their integration into society. The author of the article notes that the content and state of work of primary and secondary education of special schools was aimed at taking into account the interests of children with special needs in public life, which was one of the indicators of the development  of democracy and ensuring human rights.
It is revealed that it was common for all residential institutions to organize round-the-clock stay of children in such institutions under the care of pedagogical (if necessary, medical) workers in order to ensure the comprehensive and harmonious development of pupils, preparing them for adulthood.
The author notes that the content and status of primary and secondary education of special schools was aimed at reviving, preserving the culture and native language of children with hearing impairments. It was proved that, at the request of time, numerous areas of public
education of children in Ukraine were created and developed: orphanages, orphanages, general education boarding schools, boarding schools with in-depth study of certain subjects, boarding schools, boarding schools, sanatorium boarding schools, special boarding schools for children with developmental disabilities, social rehabilitation schools. It should be noted that the organization of children’s round-the-clock stay in such institutions under the care of pedagogical (if necessary and medical) workers was common for all residential institutions in order to ensure the comprehensive and harmonious development of pupils and their preparation for adulthood.

Key words: children with special educational needs, special education, the rights of children with special needs, special general boarding schools, the rights of children with special educational needs.