Home education especially for primary students has always been an educational phenomena that cause a lot of discussion. This form of education process organization has both its adherents and opponents. The Coronavirus Pandemic imperatively applied this form of learning to all students in the world. The most vulnerable category of students during the periods associated with sharp changes in the form of educational services provision (disasters, wars, isolation, etc.) is traditionally primary school one. Their educational priorities have not been formed yet; the habit of learning as a form of activity has not been established; due to age, they have a great need for gradual psychological and physiological adaptation to the process of obtaining knowledge, etc. This article attempts to predict the main problems (as well as trends) that Primary School Institute will have to face after Corona. In our opinion, the Coronavirus period will have quite negative consequences for children (they have to be eliminated by teachers and educators when students return to classes), while the system of pedagogical work with primary school children has been enriched with new forms of work and intensified by more productive interaction with parents (mainly at parents` initiative).

The article studies the historical and pedagogical aspects of the Chinese social care over orphaned children system`s establishment, in particular-the reflection of the social care over orphans idea in traditional Chinese philosophical and religious doctrines (Confucianism, Buddhism, Taoism). The aim of the article is to analyze the reflection of the idea that orphaned children are to be over the social care and guardianship (social welfare and social care system) in theory and practice of Confucianism, Buddhism and Taoism. The methodological basis of the article is represented by the methodology of historical pedagogical and comparative pedagogical studies. The article presents the author`s personal point of view that the idea of social guardianship over the orphaned children in forms familiar to Europeans (orphanages, shelters attached to religious organizations, adoption), which was brought to China in the middle of the 18th century by abroad religious adepts, is not reflected in the traditional Chinese religious and philosophical doctrines. Buddhism, Confucianism and Taoism at the theoretical level practically did not develop the idea of social care over the defined category of children, confining themselves to general declaration of the need to be mercy to unfortunates. In practice it resulted in the non-inclusion of the doctrines and their adepts as equal agents of socialization in the system of social welfare for orphans in Traditional China and modern PR China as well.

The article presents a pedagogical view of the philosophical teachings of the heart of Hryhoriy Skovoroda. The works of followers and biographers of are analyzed. H. Skovoroda, which outline the life of the philosopher. It is determined that the teachings of the heart are based on the idea of three worlds: the first – the macrocosm (Universe), the second – the microcosm (man), the third – the symbolic reality (Bible), which connects these two worlds and reflects them in itself. Quotes from the leading works of H. Skovoroda characterizing his philosophical doctrine of the heart. It is determined that the feelings and heart of H. Skovoroda became an instrument of knowledge, deepened the space of contemporary traditional science and brought his scientific thought to cosmic reality. Fragments of the biography of H. Skovoroda reflecting his philosophical views. It has been proved that in the history of Ukrainian culture the teachings of Hryhoriy Skovoroda became the starting point in the knowledge of the heart, combining religious and philosophical knowledge about it: the purified and enlightened human heart is the most important organ of metacognition (heart feeling).

Considering the current reality, there are new requirements for the organization of the educational process in higher education institutions of Ukraine. Thus, the problems and ways of the implementation of inclusive education for students with special educational needs are becoming increasingly important. The purpose of the study is to substantiate theoretically the problems and ways of implementing inclusive education in Ukraine based on the experience of the Faculty of Primary Education of H. S. Skovoroda Kharkiv National Pedagogical University. Methodology. A retrospective analysis of the development of inclusive higher education in Ukraine has been used; it has been found that it is necessary to organize an inclusive environment and implement training for students with special educational needs in higher education institutions. The study was based on the Convention on the Rights of Persons with Disabilities, Resolution of the Cabinet of Ministers of Ukraine of July 10, 2019 № 635 “On approval of the Procedure for the organization of inclusive education in higher education institutions”, educational programs on 013 Primary Education, and scientific and pedagogical works on conceptual approaches to the implementation of inclusive education; organization of training of persons with special educational needs; principles and functions of inclusive education, which indicated the need for inclusive education in higher education institutions. Results. The essence of the concept "inclusive education" has been defined. Problems of higher education of people with special needs have been described. The system of education of students with special needs has been determined. It is noted that art HUB for students and university teachers with special educational needs in H. S. Skovoroda Kharkiv National Pedagogical University has been opened. It has been determined that there are elective subjects “Fundamentals of inclusive education” (for the 3rd year students) and “Features of working with an inclusive child” (for the 4th year students) in the educational program “Primary Education” at the Faculty of Primary Education of H. S. Skovoroda Kharkiv National Pedagogical University. The educational program "Primary education with methods of special education" for applicants for the first (bachelor's) level of higher education has been described. The examples of students’ working with an inclusive child are described. Conclusions. The process of successful integration of people with special needs in a higher education institution requires a systematic solution of many tasks. Creating an environment accessible to people with special needs is becoming an unconditional requirement for the development of higher education institutions and significantly affects the competitiveness of a modern IHE.