For many years before the field of special education took on a scientific form, many people thought about how to educate and train individuals who in some way differed from the so-called “norm”. It is clear, having been documented by many authors (Sovák, Renotiérová, Monatová, Titzl, etc.), that over the years there have been a number of historical approaches of various societies (in the spirit of their own morals or other principles) to people with health or other disabilities, or if we want to put it another way, to persons with various adverse traits or conditions, whether they would be in behaviour, senses or other circumstances and attitudes. The so-called periodisation of the historical development of care for people with disabilities was created. The first historical periodisation was created by Sovák, from which some later authors drew upon. In some historical interpretations of the origin of special education, we can observe the diverse efforts of the authors to prove where the impulse of the origin of the field was. By this we mean the perpetually addressed issues regarding care – support – practice and the emergence of the theory of special education as a scientific field. There is often a stark division of the two phenomena, which is certainly scientifically understandable, but from a practical point of view it is in fact difficult to grasp. The author has always opted for the documented and professional point of view and the direction, a decision which is always enriching for any learning.