The causes of autism remain insufficiently differentiated. It is unlikely that any single disorder can be considered as the only cause of various symptoms and severity of autistic disorders. Although the specific causes of autism remain unclear, significant progress has been made in understanding the possible mechanisms of the disease. Turning to historical sources, we find that the origin and origin of the term "autism" are associated with forming a system of knowledge on the problem of diagnosis and further therapeutic work with children who need unique approaches to learn and educate. Analysis of the classifications of autism reveals the ambiguity of approaches to them. The first attempts at differentiation in the middle of childhood autism syndrome were clinical classifications based on the syndrome's etiology. They play a significant role in developing adequate approaches to providing medical care to children with autism. Psychological and pedagogical tasks required other approaches to determine, depending on the specific situation, the specialization, strategy, and tactics of correctional work. First of all, there was a search for prognostic signs that would assess the possibilities of mental and social development of children in this category. To this end, some scholars have put forward criteria for assessing speech and intellectual development. The analysis of difficulties of the unanimous possibility of classification on separate indicators of mental development of the child (intelligence, speech, behavior, self-regulation, etc.) can be explained by parallel existence of classifications operating today in world practice.

The article is devoted to the problem of studying pedagogical creativity as a condition for effective speech therapy for preschool children with special educational needs. The authors note that speech therapy for children with special educational needs has appeared in the Ukrainian education system relatively recently and describe the historical path of formation and development of this area of work. The article substantiates the importance of pedagogical creativity in the professional activity of a speech therapist. In particular, such a need is determined by the age and individual characteristics of preschool children (underdevelopment of the emotional and volitional sphere, acceleration of intellectual development, decrease in cognitive activity, gadgetization of leisure), saturation of the speech therapist's professional activity with pedagogical problems (strategic, tactical, situational), conditions of professional activity (continuity, systematicity, openness, publicity, strict regulation in time, dependence on methodological and technical equipment of the speech therapy center). The authors determine that solving the problem of high-quality professional training of future speech therapists is inextricably linked to the formation of their ability to create. The main role in this is assigned to teachers of higher education institutions. The professional training of a creative professional is realized by creating optimal psychological and pedagogical conditions, in particular, establishing favorable relationships between the teacher and the student, setting pedagogical goals for students, the achievement of which requires maximum expression of creativity, increasing the emotional intensity of the educational process. Key words: speech therapy, children with special educational needs, speech disorders, pedagogical creativity, creativity, professional training of a speech therapist, conditions for the development of creativity.

The topic of the article is relevant, as the education of children with special needs (OOP) is one of the most pressing and debatable problems of modern education today. The issue of education of children with disabilities becomes relevant due to the significant increase in the number of this group in society, on the one hand, and emerging new opportunities for their adaptation in society, on the other hand. The purpose of the article is to study the functioning system of special education support centers in working with children with special educational needs; familiarization with requirements for psychological and educational support for the development of a child with disabilities; psychological and pedagogical neurotechnologies in working with children with special educational needs; presentation of effective psychological and pedagogical technologies in working with children with special educational needs. As a social group of society, the children must first of all receive real conditions for obtaining quality education, starting from school, and then for obtaining professional training with further employment and adaptation in society. Changes in the school education system could affect only the content of corrective and developmental education for children with disabilities.

The scientific article reveals some of the historical facts of the beginning of helping children with visual impairments. The main chronological events of caring for children with the noted category of disorders are noted, which later became the basis for the development of special education, in particular, typhlopedagogy. The article describes the emergence of hospitals, shelters for orphans, sick and crippled people throughout Rus, which testifies to the attention of society to their lives. The facts of the search for ways of treatment and the development of methods, principles and means of teaching people with impaired psychophysical development are outlined. Based on the study of historical sources, the times of Kyivan Rus are characterized, when in some monasteries and churches premises were allocated for the residence of orphans and crippled children. There is information about the first institution in Ukraine, which was guarded by the problem of blind people, although it did not provide for special education and training for this category of persons. An important point of the article is the definition of the role of the state in the care of visually impaired persons. It is noted that in the 17th and 18th century in Ukraine, social work began to take care of orphans and people with disabilities. From the end of the 17th century, orphans and children of "mutilations" began to be in the care of shelters and hospitals, which was stipulated by a number of state decrees. In the 30s of the 18th century, a new form of guardianship over the disabled was introduced, patronage, which still exists in a modernized form. For a deeper retrospective of the state's assistance to children with visual impairments, it is necessary to investigate the facts of historical sources from the 18th century to the present

The study and historical and pedagogical analysis of aiding children with mental and physical disabilities make it possible to trace the development of the educational system and find ways to improve it. The purpose of the study is to investigate the issue of supporting children with various variants of developmental disorders during the 10th and 20th centuries in Ukraine, analysis and justification of the problem. To fulfil this purpose, archival sources and scientific studies of scientists who studied this issue were investigated. The main chronological events of caring for children with various disorders, which later became the basis for the development of special education, are substantiated. Based on the chronicles of the Ipatiev and Lavrentiy lists, the public’s awareness of the importance of raising children with hearing and speech impairments, as well as studying the elements of literacy and learning the craft, was clarified. The history of care for children with physical and intellectual disabilities in Ukraine during the 10th-20th centuries is examined. The study outlines information about the facts of the first attempts to provide pedagogical assistance in the education of the so-called “limited abilities” students in the public education system, which was preceded by the reform in the field of education. Historical data on the attitude of society towards children with various developmental disabilities in Ukraine in the period of 10th20th centuries are analysed, as well as the dynamics of development in the field of assistance to children with mental and physical disabilities in this period. The facts about the transfer of the problem of raising children with intellectual disabilities to private institutions and the opening of psychiatric hospitals, which aided persons with developmental disabilities. The study covered I. Sikorsky's contribution to the problem of providing aid and care to those whose mental underdevelopment is a psychological and pedagogical problem. For a deeper retrospective of aiding children with various variants of developmental disabilities in Ukraine in the 10th and 20th centuries, it is necessary to explore the arguments for opening and organising state assistance to various categories of children with mental and physical disabilities