The contribution of teachers from special schools in the Kharkiv region to the education of children with sensory impairments as reflected in periodical publications (1941-1968)

Abstract

The methodological materials prepared by practicing teachers who worked directly with blind and deaf students in the Kharkiv region are of particular value for analyzing the education of children with sensory impairments. This article examines the contribution of teachers from special schools in the Kharkiv region to the development of special education for children with sensory impairments from 1941 to 1968. Objective. To explore and systematize the educational contributions of teachers from special schools in the Kharkiv region in teaching children with sensory impairments, to highlight their methodological developments, and to outline the prospects for applying these findings in modern inclusive and special education. Methods. The study employs historical-pedagogical analysis to examine methodological materials and assess the contribution of Kharkiv's special school teachers to the development of special education. Comparative analysis was used to identify key features of different teaching methodologies. Generalization and systematization methods enabled an evaluation of pedagogical approaches and their impact on students' development. Results. The study revealed that the use of the Braille board in mathematics lessons, extracurricular reading, art clubs, school orchestras, and student broadcasting contributed to the comprehension of educational content and the integration of students with sensory impairments into collaborative activities. The analysis of pedagogical experience demonstrated that relief maps, sculptures, and a comprehensive approach to teaching enhanced the effectiveness of education and fostered the development of children's creative abilities. The importance of vocational training in special schools in the Kharkiv region was highlighted, as it provided graduates with opportunities for future employment. Conclusions. The analysis of the pedagogical experience of Kharkiv’s special schools highlights the importance of their contributions to the development of special and inclusive education. The teaching strategies applied, including tactile tools, the Braille board, speech development through sculptures, and extracurricular reading, supported the successful social integration of children with sensory impairments. The findings can be applied in modern educational institutions to improve teaching methods for children with visual and hearing impairments.