This article provides a historical analysis of the social status of blind children in Uzbekistan between 1925 and 1990, their involvement in the education system, preparation for independent living, development of labor and vocational skills, and integration into society. Based on materials from the National Archives of Uzbekistan, curricula of special boarding schools, reports of public education authorities, documents of republican seminars and meetings, and relevant scholarly literature, the article examines the transformation of attitudes toward blind children from a model of social care toward an approach based on education, vocational training, and social participation. It highlights the role of labor education, production workshops, music, sports, reading, and cultural activities in the socialization of students at boarding schools. The study also assesses the cooperation among the Society of the Blind of Uzbekistan, industrial enterprises, state educational authorities, and families as an important factor influencing the professional and social adaptation of graduates. The findings demonstrate that the effectiveness of special education was determined not merely by the number of educational institutions, but also by children’s literacy, ability to move independently, acquisition of vocational skills, entry into the labor market, and capacity to participate actively in society.

blind children, special education, social adaptation, vocational training, labor education, boarding school, typhlopedagogy, Society of the Blind, social integration, Uzbek SSR.

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