This study deals with the author's version of the reconstruction of history of formation and development of the state approach to the education of children with disabilities (or special educational needs) in Ukraine in the period 1920-2019. For the first time, a systematic coverage of the experience gained by Ukraine in correctional and rehabilitation work and education of such children and the individualization of education of students with primary academic failure at primary school is presented. The contribution of Ukrainian teachers and psychologists to the development of special pedagogy is briefly covered. Particular attention is paid to the ideas of Yu. Hilbukh (1920–2000) in the context of primary school education for students having difficulties in mastering the curriculum, which we consider a variable annunciator of inclusive education. The change of the pedagogical paradigm concerning the education of children with special needs is substantiated due to the introduction in 2017 of modern international principles of inclusive education. In conclusion, it is stated that the introduction of inclusive education indicates the modernization of Ukraine's humanitarian policy in the direction of further humanization of education. At the same time, it is emphasized that it would be wrong not to take into account the scientific and experimental base created in previous years for the study of such children and the experience of their education, rehabilitation and socialization.