M. Montessori humanistic technology in the system of special education of Ukraine

Abstract

The article analyses M. Montessori’s psychological and pedagogical views on the education of children with special educational needs. The content of education of humanistic technology of M. Montessori including system of scientific, spiritual knowledge, skills and abilities  which mastering provides formation of harmoniously developed, creative, socially active person is defined.
The content of education in M. Montessori’s humanistic technology is determined by the specific educational sections that are necessary for the development of a child with special educational needs: practical everyday skills, sensory development, mathematical and speech development, writing and reading, space education. The analysis of the content of education for children
with special educational needs based on M. Montessori’s ideas suggests that her pedagogical views have not lost their relevance to the present day. M. Montessori’s humanistic technology is promising for the organization of inclusive education of children with special educational needs; elements of this technology should be used in the corrective educational process of special general educational institutions. The basic principles and elements that govern the system have undergone some transformation as a result of being used as corrective actions to address or mitigate specific child violations. This transformation is also facilitated by the powerful growth of modern neurosciences, thanks to which M. Montessori’s humanistic technology has been able to realize its potential and take its rightfulplace in the world pedagogical practice of the XXI century.