Teaching aids tutor support for children with disabilities. Organization of tutor support for children with disabilities in the context of inclusive practice. Children at risk

Municipal budgetary educational institution

"full name in accordance with the Charter of the educational institution"

Tutor work plan

accompanying a child with disabilities

for the 2017-2018 academic year

city of Evpatoria

The purpose of the tutor's work:

individual support for a pupil with disabilities in inclusive education and her successful inclusion in the educational environment preschool.

Zadachi:

1. Creating comfortable conditions for being in a preschool group:

Organization of a workplace, a place for games, a corner of solitude, recreation and other places where a child with disabilities visits.

2. Socialization – inclusion of the child among his peers, in the life of the group, BEFORE the institution, the formation of positive interpersonal relationships a team.

3. Assistance in mastering an adapted educational program, overcoming difficulties in educational activities. If necessary, adaptation of the program and educational material, based on the child’s zones of proximal development, his resources, taking into account the individual physical and mental characteristics of the child.

4. Organization of support by other specialists: teacher, educational psychologist, music director, medical workers. Ensuring continuity and consistency of specialists in working with the child.

5. Interacting with the parents of a child with disabilities:

Inclusion of parents in the process of education and upbringing;

Formation of an adequate attitude towards their child in parents;

Assisting parents in obtaining information about the child’s developmental characteristics and ways of further development.

6. Assessing performance results, tracking positive dynamics in the development of a child with disabilities.

Tutor functions:

Diagnostic :

collection of data about the individual characteristics of the pupil, her interests, inclinations, motives, strengths and weaknesses, psychophysical and somatic state, social environment;

tracking positive dynamics in the development of a child with disabilities.

Prognostic :

identifying opportunities and resources to overcome the child’s psychological and pedagogical problems;

development of tools and procedures for tutor support in the educational process;

development and implementation of an adapted educational program for a child with disabilities.

Regulatory :

providing assistance in orientation and inclusion of a child with disabilities into the educational space of a preschool educational institution and support in solving emerging difficulties and problems;

Conducting individual correctional and developmental classes with a child with disabilities;

inclusion of specialists from preschool educational institutions in the educational process (inclusive education);

parent counseling.

Analytical :

tracking the development dynamics of a child with disabilities;

assessing the success of a pupil with disabilities in mastering AOP, and, if necessary, making the necessary adjustments.

Organization of tutor activities

The main directions of the tutor’s work in organizing conditions for the formation of harmonious relations between the child and the society of the preschool educational institution. Tutor and pupil with disabilities .
forms a trusting and emotionally rich relationship with the child, becomes a “guide”, protector, expresser of desires and at the same time – an organizing and harmonizing force; monitors the child's condition - emotional (helps resolve conflict situations, calms, inspires, etc.) and physical (if the ward needs to rest, he can take him out of the group to another room, a corner of privacy; makes sure that the child is not hungry, helps him go to the toilet if necessary); coordinates the child’s educational activities and manages the educational load.
Tutor and group teacher
discusses with the teacher: goals and objectives of educational work; possible difficulties (extraneous noise during negotiations between the tutor and the student), leaving classes and returning, character traits and specific behavioral manifestations of the child; how to most effectively build interaction in a trio: child – teacher – tutor
Tutor and other children
monitors what is happening in the children's group - what the children talk about, what they play; explains to children how to communicate with a child with disabilities; if the topic of conversation concerns the characteristics of the pupil, he answers questions.
Tutor and parents
tells the child’s parents about how the day went, what was successful, what difficulties there were; answers parents' questions;

Tutor and other specialists (educational psychologist, music worker, medical workers, etc.) f  Tutor:
		makes proposals for optimizing work with the student; Participates in the preparation of individual programs; provides assistance during classes, holidays (adapting the task for the child, helping with orientation in the task, room, etc.)
Child with disabilities and teacher The child listens to the teacher and follows his instructions and tasks
	For this tutor: attracts the child’s attention to the teacher, the task: “Look at ..... (name of the teacher), listen...”; “Look at the board”; “Take a pencil...”; “Put a sheet of paper conveniently for drawing”; "Look at the sample" “Let's start with...”, etc.
Child with disabilities and tutor			For this tutor: monitors the organization of the child’s workplace; correlates the teacher’s tasks with the child’s capabilities; if the child does not have time to complete the task completely - determines the right moment when to stop and switch to a new task;
			if the general task for all children is difficult to understand, then he continues working with the child on the previous (uncompleted task).

Child with disabilities and other children
The child, on his own initiative (the initiative of the tutor), communicates with other children, responds himself (or with the help of the tutor) to other children’s requests to him.			For this tutor: observes the context of children’s communication and, at appropriate moments, joins in their communication. For example, a neighbor at the table asks the child for a pencil of the desired color, but the child does not respond. The tutor organizes a dialogue between the children: “Please give me a blue pencil” - “Here” - “Thank you” “Here, take it back,” “Thank you.”
Child with disabilities and parents			For this tutor:
The child, coming to the preschool educational institution, says goodbye to his parents. At the end of his stay at the preschool educational institution, he meets the parents and says goodbye to the tutor and teacher.			helps the child communicate with his parents in conditions of the preschool educational institution: helps to tell what happened at the preschool educational institution, what he did, introduce the results of his creativity, demonstrate creative works, etc.
Main activities of a tutor: 1. Information support. 2. Organizational activities 3. Educational and methodological work. 4. Diagnostic and analytical activities.

№ p/p		Activities	Deadlines		Reply
Information Support
		Replenishment of the legal and methodological base on inclusive education, organizing high-quality and accessible education in preschool educational institutions for pupils with disabilities.	During a year
		Formation of a data bank of modern educational technologies (tutor support): gaming, health-protecting, personality-oriented (technology of developmental education, pedagogy of cooperation, technology of individualization of learning), information and communication and others.	During a year
	Design of visual demonstration and printed material: Production of methodological and practical material for educational activities with a child with special educational needs, for parents on the development and upbringing of a child with disabilities; Preparation of methodological and practical recommendations for specialists in inclusive education on the organization of educational activities and psychological pedagogical support child with disabilities; Providing assistance to specialists in preparing creative works for participation in competitions, shows, competitions, holidays, etc., held at preschool educational institutions; Participation of a child with disabilities in exhibitions of creative works, competitions, holidays, etc., held at preschool educational institutions.			During the year Tutor During the year Tutor

2. Organizational activities
	Providing assistance to a child with disabilities for successful inclusion in the group educational activities process.	Daily
	Participation of a child with disabilities in exhibitions of creative works, competitions, holidays, etc., held in preschool educational institutions, taking into account the capabilities and interests of the child	In accordance with the work plan of the preschool educational institution
3. Educational and methodological direction
	Development and implementation of an adapted educational program for a child with disabilities
	Drawing up and maintaining a diary of daily observations of a child with disabilities.	During a year
	Parent counseling, inclusive education specialists	During a year
	Participation in pedagogical councils Preschool educational institutions, at meetings of inclusive education specialists, at PMPC meetings (if necessary).	work of the preschool educational institution, work schedule of the PMPK
Diagnostic and analytical activities
	Databank update for a child with disabilities.	During a year	educational psychologist.
	Medical record analysis, conversations with parents about health the child, his nutrition, his compliance with the regime at home.	February-April	Educator, medical worker
	Questioning parents Analysis of the tutor's work in 2017-2018 academic year, tasks for the new academic year.	April May	teacher, educational psychologist. psychologist, teacher, senior educator

Resource Center specialists

V Murmansk region

Murmansk 2017

Introduction	p.2
	page 3
	page 4
The legislative framework	page 4
	page 7
	page 8
	page 8
	page 8
	page 10
	page 12
Required Documentation	page 13
	page 15
	page 16
	page 16
	page 18
	page 20
	page 23
	page 24
	page 26
	page 29
	page 30
	page 31
Literature	page 33

Introduction

The legislative framework

Currently, in Russia, the position of “tutor” is officially fixed among the positions of general, higher and additional employees. vocational education(orders of the Ministry of Health and Social Development of the Russian Federation dated May 5, 2008 No. 216-n and 217-n, registered with the Ministry of Justice of the Russian Federation on May 22, 2008 under No. 11731 and 11725, respectively).

The specialty “tutor” is included in the “Unified Qualification Directory of Positions of Managers, Specialists and Employees”, in the section

“qualification characteristics of positions for education workers” (order No. 761-Ministry of Health and Social Development dated August 26, 2010, registered with the Ministry of Justice of the Russian Federation on October 6, 2010 No. 18638).

Qualification characteristics of a tutor include the following requirements:

– the tutor organizes the process of individual work with students to identify, form and develop their cognitive interests;

– organizes their personal support in educational space pre-vocational training and specialized training;

– coordinates students’ search for information for self-education;

– accompanies the process of forming their personality (helps them understand successes, failures, formulate a personal order for the learning process, build goals for the future);

– together with students, distributes and evaluates their available resources of all types to achieve their goals;

– coordinates the relationship between the cognitive interests of students and the areas of pre-professional training and specialized education: determines the list and methodology of taught subject and orientation courses, information and advisory work, career guidance systems, selects the optimal organizational structure for this relationship;

– assists students in consciously choosing an educational strategy, overcoming problems and difficulties of the self-education process;

– creates conditions for real individualization of the learning process (drawing up individual curricula and planning individual educational and professional trajectories);

– provides a level of training for students that meets the requirements of the federal state educational standard, conducts a reflective analysis of their activities and results together with students, aimed at analyzing the choice of their learning strategy and adjusting individual curricula;

– organizes interactions between students and teachers and others teaching staff to correct the individual curriculum, promotes the generation of their creative potential and participation in project and research activities, taking into account interests;

– organizes interaction with parents (persons replacing them) to identify, form and develop the cognitive interests of students, including primary and secondary school age, draw up and adjust individual educational plans for students, analyze and discuss with them the progress and results of implementation these plans;

– monitors the dynamics of the process of students choosing the path of their education;

– organizes individual and group consultations for students, parents (persons replacing them) on the elimination of educational difficulties, correction of individual needs, development and implementation of abilities and capabilities, using various technologies and methods of communication with students (group of students), including electronic forms(Internet technologies), for high-quality implementation of joint activities with students;

– supports students’ cognitive interest by analyzing development prospects and possibilities for expanding its range;

– synthesizes cognitive interest with other interests and subjects of study;

– promotes the fullest realization of the creative potential and cognitive activity of students;

– participates in the work of pedagogical and methodological advice, other forms methodological work, in the preparation and conduct of parent meetings, recreational, educational and other events provided for by the educational program of the educational institution, in the organization and conduct of methodological and advisory assistance to parents of students (persons replacing them);

– ensures and analyzes the achievement and confirmation by students of educational levels (educational qualifications);

– monitors and evaluates the effectiveness of the construction and implementation of the educational program (individual and educational institution), taking into account the success of students’ self-determination, mastery of skills, development of experience in their creative activity and cognitive interest, using computer technologies, incl. text editors and spreadsheets in their activities;

– ensures the protection of life and health of students during educational process;

– complies with labor protection and fire safety regulations.

The tutor should know:

– priority directions for the development of the educational system Russian Federation;

– laws and other regulatory legal acts regulating educational and physical culture and sports activities;

– Convention on the Rights of the Child;

– fundamentals of pedagogy, children’s, age and social psychology;

– psychology of relationships, individual and age-related characteristics of children and adolescents, age-related physiology, school hygiene;

– methods and forms of monitoring students’ activities;

– pedagogical ethics;

– theory and methodology of educational work, organization of students’ free time;

– technologies of open education and tutoring technologies;

– management methods educational systems;

– methods of forming the main components of competence (professional, communicative, informational, legal);

– modern educational technologies productive, differentiated, developmental training, implementation of a competency-based approach;

– methods of establishing contacts with students of different ages and their parents (persons replacing them), work colleagues, as well as methods of persuasion and argumentation of one’s position;

– technologies for diagnosing the causes of conflict situations, their prevention and resolution;

– fundamentals of ecology, economics, law, sociology;

– organization of financial and economic activities of an educational institution;

– administrative and labor legislation;

– basics of working with text editors, spreadsheets, email and browsers, multimedia equipment;

– internal labor regulations of the educational institution;

– labor protection and fire safety rules.

Qualification Requirements: higher professional education in the field of training “Education and Pedagogy” and at least 2 years of teaching experience.

Regulatory registration of tutor work

V educational organizations

Including a tutor in the register of professions allows you to enter the position into the school’s staffing table and pay for his work from budget funds. The Federal State Educational Standard states: “To develop the potential of students, primarily gifted children and children with disabilities, individual educational plans can be developed with the participation of the students themselves and their parents (legal representatives). The implementation of individual curricula is accompanied by the support of a tutor of an educational institution"

In any financial arrangement, the main points of organizing the work of a tutor may look like this:

– a tutor is appointed and dismissed by the school director through the issuance of an order, the conclusion of an employment contract or the conclusion of an Agreement on the provision of paid educational services;

– a tutor is assigned to an individual student, group of students or class in accordance with the Regulations on the organization of tutor work at the school and the Agreement on the provision of educational services between the school and parents (legal representatives of students);

– for performing work to provide the service “personally-oriented (tutoring) support of individual educational programs,” the tutor receives a monthly remuneration in accordance with the payment terms.

Required Documentation

Tutor support program within individual

The educational program of a student or students may have the following structure:

1) explanatory note to the program:

– educational and psychological characteristics of the child;

– family order for the tutor program;

– characteristics of age (from educational and educational points of view);

– individual characteristics of the ward;

2) tutor program:

– work tasks;

- Expected results;

– directions of work for the current academic year;

– forms of work.

The tutor can keep any notes that help to objectively assess the child’s capabilities, identify problems that need to be worked on, and specify tasks in individual work with a given student. This could be, for example, recommendations from specialists with comments from the tutor that arise during the process of support, or a diary

observations of a child as one of the most common and necessary forms of documentation.

A diary is a form of reporting that allows you to record changes and track the dynamics of a child’s development. Daily diary entries will help you track how the child is involved in tasks, in communication, what is changing, and what difficulties he faces.

Diaries can be different, for example:

1. A diary in which the tutor records significant manifestations of the child’s behavior in order to track the dynamics of educational and social life. In addition to the characteristics of the child’s behavior, the tutor records both his own actions and the actions of the teacher; are noted different kinds support: educational material (clarify, explain, simplify), therapy, training in study methods, support for emotional problems; Contacts with parents, specialists and other adults are noted, as well as the child’s emotional reactions.

2. A diary as a form of attachment to reporting to a higher psychological and pedagogical authority. This form of reporting must be maintained in accordance with the requirements of this authority. The logic of a document of this kind presupposes the presence of the date of the entries, the purpose (it can be general, at the beginning of the diary), tasks, methods used and type marks

“successful - failed.”

A diary as a way to inform parents about the life, studies and successes of their child. Thanks to this form of diary, parents will be able

3. imagine as fully as possible the picture of their child’s life at school and understand how the learning process goes. Often, reading a tutor's notes can be very useful for parents, as it allows them to come to the realization that their child is successful in activities and can lead an active life without their participation.

It is also important to note all changes that occur during educational and extracurricular activities, comparing them with initial characteristics obtained during diagnostics upon admission to an educational institution. The parameters can be as follows:

- physical development;

– development of psychomotor skills;

– cognitive development;

– social-emotional development;

– communication capabilities;

– attitude to learning;

- school skills.

In addition, for each identified deficit or problem, individual observations can be compiled that describe the difference between the student's capabilities and the requirements of the standard curriculum, as well as ways that this difference can be compensated or overcome, for example:

- description of the problem;

– the child’s capabilities;

– compensation opportunities;

- restrictions;

– resources;

– possible ways to overcome;

– actions that could help overcome difficulties.

In the same way, difficulties not only in the educational, but also in the social sphere of activity of a child with disabilities can be described.

Tutors widely use other types of documentation, for example, questionnaires and questionnaires, various test materials when using elements of pedagogical and psychological research in their work, expert cards, etc.

Tutor in the educational space

In accordance with various schemes for organizing the educational process, three completely different organizational roles of the tutor can be distinguished:

1. Tutor – personal accompanying student with special needs

development. Today, the teacher of an inclusive class is often not

a specialist in the field of special pedagogy, while a tutor may have this special education. In this case, the tutor takes on the function of a specialist who subtly and clearly builds the educational process for the student, helping the teacher adapt to the needs of a student with special needs so as not to reduce the quality of education for the entire class.

2. Tutor – teacher's assistant. In this case, the teaching load is formed by the teacher, and the tutor acts as his assistant in organizational matters, while the teacher at this time pays attention to the tutor’s ward.

3. Tutor – second teacher in class. This approach is common in American schools. Due to the fact that recognizing a child as incapable of learning independently in the United States is considered a violation of his rights, in the class where a child with developmental disabilities is studying, there are two teachers who alternately help all children learn, but the child with developmental disabilities to a greater extent.

The tutor and the teacher must become one team. Here it must be remembered that the teacher must play a leading role in the mind of the student.

Accompanying a child with attention deficit hyperactivity disorder (ADHD)

ADHD is characterized by attention deficits, motor disinhibition (hyperactivity) and impulsive behavior. In addition, most children with this syndrome are characterized by lack of coordination of movements and immaturity of fine motor skills (which is expressed in motor awkwardness, clumsiness).

(the child fidgets in the chair, unable to keep his arms and legs motionless). Such children violate discipline and quickly become classified as

"uncontrollable hooligans." As a result, the self-esteem of such children is low and anxiety is increased. Against this background, motivation to learn decreases and aggressive behavior often occurs. Other children in this group experience increased regression and personal infantilization. Such children refuse responsibility for their behavior and learning.

Violations of attention are manifested in difficulties in maintaining it (the child is not collected, cannot independently complete the task), increased selectivity of attention (incapable of focusing for more than a few minutes on a repeatedly repeated, difficult activity that does not bring immediate satisfaction), severe distractibility, with frequent switching from one lesson to another.

There is an age-related dynamics in the manifestation of hyperactivity: its peak occurs in senior preschool and primary school age. At an older age, it manifests itself as restlessness, fussiness, and signs of motor restlessness (the child spins and turns while sitting in a chair; constantly fiddling with something with his hands, shaking his legs). By adolescence, hyperactivity in children with attention deficit disorder significantly decreases or disappears. However, attention disorders and impulsivity in most cases continue to persist until adulthood. At the same time, there may be an increase in behavioral disorders, aggressiveness, difficulties in relationships in the family and school, and deterioration in academic performance.

If there is a child with ADHD in the class:

Such a child needs a positive, balanced and consistent attitude towards him;

It is important to give clear, specific instructions; maintain a clear rhythm, structure, organization;

The optimal place in the classroom for a child with ADHD is near the wall and close to the teacher's desk;

Give this child more often Additional tasks allowing the possibility of movement (collect notebooks, distribute materials, sheets of paper, etc.)

Accompanying a child with early childhood autism syndrome (ECA) and autism spectrum disorder (ASD)

Childhood autism is currently considered a special type of mental development disorder. All children with autism have impaired development of communication and social skills. What they have in common are affective problems and difficulties in establishing active relationships with a dynamically changing environment, which determine their attitudes towards maintaining constancy in the environment and the stereotyping of their own behavior.

Children with RDA have limited cognitive abilities; First of all, these are difficulties in switching from one action to another, behind which lies the inertia of nervous processes. Inertia can relate to the motor, speech, and intellectual spheres. The most difficult thing to overcome is inertia in the mental sphere, which must be taken into account when accompanying a child in educational activities.

As a rule, the process of adaptation of a child with RDA is long and unstable. Observations show that the duration of contact is important for a child with RDA. This applies, first of all, to the main teacher and tutor, who spend as much time as possible with these children.

Additional opportunities for forming closer personal contacts with the child are provided by extracurricular activities: hikes, walks (targeted and untargeted, playful), visiting museums. However, class parties, field trips, and field trips may be too much for a child on the autism spectrum to enjoy. It is very important to find out how a particular child feels about participating in a particular activity, and, if necessary, support him, helping him to enjoy it. In addition, the child should have enough free time alone so that he can recover from overstimulation.

Due to the peculiarities of perception, learning among normatively developing peers is not a simple and easy process for an autistic child. He often has a delay in speech development, low social motivation, as well as hyper- or hyposensitivity to certain stimuli; It is difficult for him to establish contact with peers without the help of an adult. It follows that accompanying a child with a tutor can become the main, if not the most necessary, component that will lead to success in the socialization process.

If there is a child with autism in the class

It is necessary to create a quiet, secluded place for the child where he can be alone. The child should be able to leave the classroom, he can have with him his usual favorite object, a toy, but we must try to ensure that this does not distract other students. It is preferable for such a student to sit on the last desk, where he will gradually get used to the situation.

It is important to give the child the opportunity to independently explore the classroom and study rooms.

should be carried out in a low voice, in some cases, especially if the child is excited, even in a whisper. It is necessary to avoid direct looks at the child and sudden movements. You should not contact your child with direct questions or insist on the duration of the task in case of refusal. The specialist's clothing should be dark in color and consistent - this will help the child get used to it.

Schemes are the most accessible to autistic children, and it is on them that correctional work must be based.

A child with autism needs constant support from an adult, his encouragement in order to move on to more active and difficult relationships with peace. Here you need the ability to feel the child’s mood and understand his behavior. In the process of work, incentives are identified in the behavior of an autistic child that need to be relied upon during correctional work.

Literature

1. the federal law“On education in the Russian Federation” No. 273-FZ dated December 29, 2012.

2. Federal State Educational Standard of Primary General Education (FSES IEO) for students with disabilities health (approved 12/19/2014)

3. Federal State Educational Standard (FSES) for the education of students with mental retardation (intellectual impairment) (approved on December 19, 2014)

4. Professional standard “Specialist in the field of education.” Approved by order of the Ministry of Labor and Social Protection of the Russian Federation dated January 10, 2017. No. 10n.

5. Methodological recommendations on the implementation of the federal state educational standard for primary general education of students with disabilities and the federal state educational standard for the education of students with mental retardation (intellectual impairment)/ /MO and N RF GBOU VPO "Moscow City Psychological and Pedagogical University", 2015.

6. T. M. Kovaleva E. I. Kobyshcha S. Y. Popova (Smolik) A. A. Terov M. Y. Cheredilina. Profession “tutor” M.-Tver 2012: “SFK-office”.

7. The school is on the way to open education. Experience in mastering a tutor position. Author: E.A. Voloshina and others. Moscow-Tver Publishing House: “SFK-Office”, (Tutor Library Series. Issue 4), 2013.

8. Suntsova A.S. Theories and technologies of inclusive education: tutorial. − Izhevsk: Udmurt University Publishing House, 2013

9. Tutoring in an open educational space: the formation of professional tutoring activities.

10. Tutoring in an open educational space and text culture: support of individual educational programs. Materials of the IX International Scientific-Practical and XXI All-Russian Tutor Conference. November 01-02, 2016 / Scientific editors: N.Yu. Gracheva, S.V.Dudchik, A.A.Terov, M.Yu.Cheredilina, - M.: “Buki-Vedi”, 2016.

MINISTRY OF EDUCATION AND SCIENCE OF THE MURMANSK REGION STATE REGIONAL BUDGETARY INSTITUTION OF THE MURMANSK REGION

"CENTER FOR PSYCHOLOGICAL, PEDAGOGICAL, MEDICAL AND SOCIAL ASSISTANCE"

TUTOR SUPPORT FOR CHILDREN WITH LIMITED HEALTH OPPORTUNITIES

IN EDUCATIONAL ORGANIZATIONS IMPLEMENTING INCLUSIVE PRACTICES

Resource Center specialists

on the development of inclusive education

in the Murmansk region

Murmansk 2017

Introduction	p.2
Theoretical foundations of tutor support	page 3
Tutor in the education system	page 4
The legislative framework	page 4
Regulatory registration of tutor work in educational institutions	page 7
Organization of tutor support for children with disabilities in the context of inclusive practice	page 8
Tutor in inclusive practice	page 8
Goals and objectives of tutoring activities	page 8
Stages of organizing tutor support	page 10
Methods and forms of tutor support	page 12
Required Documentation	page 13
Tutor in the educational space	page 15
Conditions for introducing tutor practice	page 16
Features of accompanying children with disabilities of various categories	page 16
Features of accompanying children with disabilities	page 18
Accompanying children with hearing impairments	page 20
Accompanying children with visual impairments	page 23
Accompanying children with musculoskeletal disorders, cerebral palsy (CP)	page 24
Accompanying children with intellectual disabilities	page 26
Supporting children with attention deficit hyperactivity disorder (ADHD)	page 29
Supporting children with early childhood autism syndrome (ECA) and autism spectrum disorders (ASD)	page 30
Accompanying children with multiple disabilities	page 31
Literature	page 33

Introduction

The transformations taking place today in the Russian education system, including the development of inclusive practices, guarantee equal rights to education and access to general education for children with disabilities and the choice of an educational route that suits them.

Today, children with disabilities do not necessarily have to study in special institutions; they can receive an education and better adapt to life in a regular school. For healthy children, joint education with peers with disabilities allows them to develop tolerance and responsibility - qualities that are so necessary today.

When including children with disabilities in general educational institutions, the educational institution staff faces the following tasks:

Creation of a common educational space that is as comfortable as possible for all students;

Helping each child solve current problems of development, learning, and socialization;

Psychological support of adequate and effective educational programs;

Development of psychological and pedagogical competencies, psychological culture teachers, students, parents.

Tutoring, as a new pedagogical activity in Russian education, becomes in an inclusive school an important resource for creating an effective, flexible, child-oriented support system. Tutoring can contribute to the development of not only more individualized learning, but also education, where the tutor contributes to the maximum disclosure of the student’s personality, the formation of his motives and values.

The pedagogical activity of a tutor in the context of the implementation of inclusive practice consists of individual work with children with disabilities during the educational process and the process of socialization; promotes self-determination and self-realization of students in their further professional and public life, the formation of their emotional and value-based attitude to reality.

This methodological manual outlines the main directions of a tutor’s activities in the system of inclusive educational practice, the goals, objectives and technologies of a tutor’s activities, the stages of organizing tutor support as one of the parts of the inclusive educational process.

The program allows you to study the innovative experience of tutor support in the field of inclusive education. You will learn about the goals and objectives of a tutor’s work, the content, specifics and methods of tutor support for various categories of children with disabilities of preschool and primary school age.

Start date of classes: 21.11.2019

Volume in hours: 72

Education document: Certificate of advanced training

Tuition fee for the program: RUB 13,500

Place of classes: TBC

Offer on the supplier portal 2.0 No. 13175728-18

Teachers

Candidate of Psychological Sciences, Director of the Institute for Problems of Inclusive Education and Vice-Rector for Inclusive Education at Moscow State University of Psychology and Education.

For more than 15 years she has been studying the work of educational institutions that implement an inclusive approach. Studies organizational algorithms for the work of inclusive kindergartens, general education and correctional schools in Moscow and Krasnoyarsk.

She has been working in the field of additional professional education for eight years. During this time, about 1,830 teachers, heads of public organizations, and specialists from 20 regions of the Russian Federation took advanced training courses in 10 inclusive education programs at the institute.

Member of the Commission for Disabled People under the President of the Russian Federation; Member of the Expert Council of the Ministry of Education and Science of the Russian Federation on issues of organizing the education of students with autism spectrum disorders. He has the title “Honorary Worker of General Education of the Russian Federation” and a Certificate of Honor from the Ministry of Education and Science of the Russian Federation.

The scope of scientific interests includes the development of educational psychological services, psychological and pedagogical support for inclusive education; psychological technologies to support learning and development; educational relations.

On this moment directs the master's programs "Psychology and Pedagogy of Inclusive Education" and "Psychological and Pedagogical Foundations of Social Design", teaches the disciplines "Methodological Foundations of Inclusive Education" and "Monitoring Research in Education"

Director of the Federal Resource Center for the Organization of Comprehensive Support for Children with Autism Spectrum Disorders, Moscow State University of Psychology and Education.

Editor-in-chief of the journal "Autism and Developmental Disorders"

Teacher-defectologist, candidate of pedagogical sciences

Methodist of the Center for Psychological, Medical and Social Support of Children and Adolescents, Moscow State University of Psychology and Education

Senior Researcher at the City Resource Center for the Development of Inclusive Education IPIO MSUPE

After completing the program, you will master:

Principles and legal support for the work of a tutor;
Methodological and didactic foundations of a tutor’s work;
Contents and forms of tutor activity;
The specifics of tutoring activities in working with children, depending on the nature of the health impairment (the program examines the features of tutoring support for children with visual and hearing impairments, with musculoskeletal disorders, with autism spectrum disorders (ASD), with intellectual disabilities);
Ability to interact with the child’s family and in a team of specialists.

The purpose of the program is improving professional competencies that contribute to the implementation of tutoring activities to support children with disabilities and disabilities attending secondary schools, kindergartens and other educational institutions.

As a result, program students will become familiar with the philosophical and value-based approach to working with children with disabilities in an inclusive educational institution, and will gain an understanding of the goals and objectives of a tutor’s work and its specifics.

Students will develop stable ideas about the characteristics of various groups of children with disabilities and the work technologies used by the tutor in working with these groups.

The program consists of 36 hours of face-to-face lectures, 6 academic hours per day, and 36 hours of distance learning content.

The final certification is carried out in the form of remote testing.

There are currently no reviews for this program.

Abstract on the topic

“Tutor support for a child with disabilities and a child with disabilities in an inclusive educational space”

Introduction








2 Accompanying children with disabilities of various categories
2.1 Typology issues





2.7 Accompanying a child with attention deficit hyperactivity disorder (ADHD)


Conclusion

Appendix A
Appendix B

INTRODUCTION

Collaborative learning among children of different ability levels is positive for the following reasons. In the social aspect, the role of the school is very high. Children learn to interact with each other, they gain a unique experience of relationships. A healthy child has much more resources for rapid socialization. A child with special needs, as a rule, has much less opportunity to quickly learn social behavior skills. This is especially true for children with autism spectrum disorders, and for children with other problems it can be extremely difficult to establish cause-and-effect relationships, as well as to react adequately emotionally to certain situations. Therefore, the isolation of children with special needs leads to their even greater alienation from society. And learning among ordinary children, on the contrary, makes it possible to adapt to society.

On the other hand, the formation of the ability healthy children empathizing and supporting the “weak” has a positive effect on the future relationships of grown children with their young children and with their elderly parents.

For healthy children, the presence of “special” students in the classroom provides an opportunity to gain experience in tolerance, attentiveness and care for other people. The success of co-education brings a lot of joy - both for special children themselves and for their parents, for whom their child’s school success is a breakthrough on the path to normalization of family life and its social adaptation in society.

In conditions of inclusive educational practice, when at school among ordinary peers there is a student who has difficulty seeing or hearing, who has difficulty walking due to an injury or cerebral palsy, has speech impairments or noticeable intellectual problems, tutor support is vital. It is the tutor, or, as he is sometimes called, the teaching assistant, without distracting from the teacher’s educational activities, who helps students with disabilities concentrate their attention on the lesson, follow the rules adopted at school, observe the basic principles of the class-lesson system, and differentiate according to purpose lesson and breaks, raise your hand if you want to answer, go to the board at the request of the teacher. The tutor also provides great assistance to his tutors in building adequate communication with classmates and overcoming their hyperactive and sometimes aggressive behavior. Therefore, the introduction of a tutor into a lesson at school is not just a fashionable trend, but a kind of urgent necessity, moreover, supported by the authoritative opinion of both practicing teachers and parents of students with disabilities.

Tutor support is one of the necessary conditions for obtaining quality education for many categories of children with disabilities and children with disabilities. The introduction of a tutor rate into the staffing table of educational institutions will help solve many problems in organizing the educational process.

This work outlines the main directions of a tutor’s activity in the system of inclusive educational practice, the goals, objectives and technologies of a tutor’s activity, the stages of organizing tutor support as one of the parts of the inclusive educational process.

1 Theoretical foundations of tutor support

1.1 The profession of a tutor in inclusive practice

The transformations taking place today in the Russian education system and the development of inclusive practices guarantee equal rights to education and accessibility of general education for children with disabilities and the choice of an educational route that suits them. Today, children with disabilities do not necessarily have to study in special institutions; they can receive an education and better adapt to life in a regular school. For healthy children, this will allow them to develop tolerance and responsibility, qualities that are so necessary today.

One of the most important conditions The success of inclusive education is the presence of a system of support and support for children with disabilities, in particular tutor support.

Tutor (English tutor - mentor, guardian; Lat. tueor - I observe, I care) - a new specialty in our education.

The concept of tutoring came to Russia from Great Britain, where it is a special historically established pedagogical position that ensures the development of Individual educational programs for students and accompanies the process of individual education at school, university, in systems of additional and continuing education.

In England, a tutor is assigned to each student immediately after transferring to high school, and then helps him lead projects at the university.

Tutoring – practice focused on building and implementing a personal educational strategy that takes into account a person’s personal potential, educational and social infrastructure and the objectives of the main activity.

There are different interpretations of tutoring, widely represented today both in international and domestic practice. Let us dwell in more detail on the concept presented in the works and practical activities Interregional Tutor Association, headed by Kovaleva T.M.

Tutoring here means a special type of pedagogical support for a child - support for the process of individualization in a situation of open education.

Tutor support is a pedagogical activity for the individualization of education, aimed at identifying and developing the educational motives and interests of the student, searching for educational resources to create an individual educational program.

Individualization of education should be distinguished from an individual approach. An individual approach is understood as a means of overcoming the discrepancy between educational activities, curricula and the student’s real capabilities. At each stage of education, the characteristics of students are taken into account, but the content of education remains unchanged. The activities of a tutor in the logic of an individual approach are aimed at overcoming learning difficulties associated with the individual characteristics of the student and at finding resources.

The principle of individualization of education means that students retain the right to build their own educational content and their own educational program. Here the tutor accompanies the process of constructing and implementing the IEP, keeps his focus on the meaningfulness of learning, provides students with the opportunity to test, design and reconstruct educational forms, where it would be possible to maximally demonstrate educational goals and motives through the real actions of children.

The tutor’s task is to build an educational space as a space for the manifestation of students’ cognitive initiatives and interests. This applies to any level of general education, and the means of tutoring activities should change in accordance with the age characteristics of students.

The principle of openness today it is increasingly discussed as one of the qualitative characteristics modern education. He assumes that not only traditional institutions (kindergarten, school, university, etc.) have educational functions, but also each element of the social and cultural environment can have a certain educational effect if used in the appropriate way. Externally, the variety of educational forms and offers does not yet guarantee the student the implementation of the principle of openness of education; the student needs to master the culture of choosing and co-organizing various educational offers into his own educational program, and make maximum use of various own resources to build his own educational program.

The task of the tutor within the framework of the implementation of the principle of open education is to expand the educational space of each student, providing them with as wide a variety of movement options as possible for self-determination.

The basis of open education is an individual educational program, which is not tied to a specific educational institution or standard, but is tied to a specific student, to a specific person.

The idea of tutoring as an image of a new pedagogical activity was seriously enriched and rethought thanks to the theoretical developments of the cultural-historical concept of L.S. Vygotsky, in the works of B.D. Elkonin, where a large place is devoted to the figure of the mediator.

B.D. Elkonin’s understanding of the field and tasks of intermediary action allows us to better understand and determine the place of the tutor in general education.

“The social place of an intermediary is serving the necessary boundaries of social life, which can be called transitions and meetings... These are all transitions, in particular, along the age stages designated within the framework of a person’s educational movement: kindergarten, school, university, work and then career. Since when working with a person we do not yet know how to build these transitions, we begin to consistently lose. In the transition from kindergarten to school - initiative, in the transition from primary to secondary school - thinking, in the transition from primary to senior school - goal setting, in the transition from senior to college - self-determination. Why? Because the meeting was arranged incorrectly. For example, a meeting between a kindergarten and a school is a meeting between both the kindergarten and the school, and not a transfer from kindergarten to school, where the school remains as it is and does not organize the meeting space, and the kindergarten tries its best to pretend that he is preparing for school. ...In such a social organization, mediation turns into assistance in adaptation to ready-made rules and norms. Every normal teacher knows that nothing can be mastered this way. Norms and rules must be shaken and played out by man and recreated by him in the function of norms and rules.”

Thus, tutor support consists of organizing the child’s educational movement, which is built on a constant reflexive correlation of his achievements with interests and aspirations. A tutor or any teacher performing tutor functions, in the first stages of education, acts as a guide for the child into the educational space of the school. The tutor's task is to organize the child's education taking into account his interests and characteristics. The tutor helps the student to do what interests him, while not falling behind general education program. These are the characteristics of a tutor for an ordinary student. General principles Tutoring should also be maintained when organizing a support system for children with disabilities within the framework of inclusive education. In inclusive education, the position of a tutor retains its basis, but also acquires new, special components. In inclusive education, a tutor is a specialist who organizes conditions for the successful development of a child with disabilities, taking into account his capabilities and potential. In close active cooperation with the teacher, specialists and parents, the tutor can create a favorable environment for the child to successful studies and social adaptation.

Currently, in Russia, the position of “tutor” is officially established among the positions of employees of general, higher and additional vocational education (orders of the Ministry of Health and Social Development of the Russian Federation of May 5, 2008 No. 216-n and 217-n, registered with the Ministry of Justice of the Russian Federation on May 22, 2008. under No. 11,731 and No. 11,725, respectively). Now the municipality can quite legally give a tutor’s salary, and the personnel department can make entries in work books.

Today, special teachers (speech therapists, defectologists, etc.), teachers without special education, psychologists, students of specialized universities, colleges, as well as parents of a child with disabilities, work as tutors.

Not everyone can serve as a tutor for a child with disabilities. Accompanying children with disabilities places special demands on the professional and personal training of specialists working in the inclusion system, in particular:

to knowledge and understanding of what inclusive education is, how it differs from traditional forms of education; to knowledge of psychological patterns and characteristics of age and personal development child;

to the skills of analyzing the features of interaction and mutual influence of a child with disabilities and the social environment;

to the ability to implement various ways pedagogical interaction between all subjects of the educational environment (with students individually and in groups, with parents, teachers, specialists, management).

1.2 Tutor competencies in inclusive education

Today in educational institutions there are real opportunities for introducing a separate pedagogical professional position into schools - a tutor. But we can also talk about the implementation of the goals and objectives of tutor support by existing teachers, psychologists, class teachers, and educators. In this case, the question of tutor competence arises.

The competencies of a tutor are the competencies of a modern teacher, allowing him to accompany individual educational programs.

According to S.V. Popova, tutor competencies in higher education are divided into two groups: general (universal) and professional (subject-specific).

This classification of competencies is quite acceptable for a tutor in inclusive education, since the tutor, on the one hand, must maintain the socio-cultural foundations of the educational process, and on the other, be a professional in his field.

Basic, or universal, competencies relate to the general content of pedagogical education and are designed to ensure the formation of such qualities as: tolerance, the ability to empathize, flexibility, willingness to help, personal effectiveness in complex and non-standard professional situations, responsibility, the ability to make independent decisions, the ability to apply acquired knowledge in practice, communication, initiative, desire and ability to improve professionally throughout life.

Subject competencies have a specific description and the possibility of formation:

presentation and understanding of what inclusive education is, how it differs from traditional forms of education;

knowledge of psychological patterns and characteristics of the age and personal development of a child;

skills in analyzing the characteristics of interaction and mutual influence of a child with disabilities and the social environment;

education in the field of special pedagogy and special psychology;

communication skills: the ability to clearly express one’s thoughts and listen to others, resolve conflicts, build interaction in small groups, use interpersonal communication technologies;

organizational skills: the ability to participate in the implementation of planned activities, to see the prospect of individual and collective activities, to see and support the interests of individual students and groups, to find the best ways of activity and to bring things to fruition;

the ability to implement various methods of pedagogical interaction between all subjects of the educational environment (with students individually and in groups, with parents, teachers, specialists, management);

analytical abilities: ability to structure, mastery of reflexive methods and techniques of psychological work;

predictive abilities: the ability to determine possible points of growth and development of a student’s cognitive interest, to anticipate the results of educational situations.

A tutor in inclusive education, possessing all of the above competencies, will be able to most effectively organize and support the learning process of a child with disabilities in a general education institution.

1.3 Goals and objectives of a tutor in inclusive education

The goal of a tutor is to successfully integrate a child with disabilities into the environment of a general education institution. The success of a child’s inclusion in school life should be determined from the point of view of his development:

cognitive (cognitive) sphere: knowledge and skills;

communication sphere: communication skills;

emotional sphere: psychological adaptation to the learning process in the classroom, the emergence and maintenance of a positive emotional mood in relation to the learning process and being in the school environment;

independence.

Achieving the stated goal is possible by solving the following tasks:

creating conditions for a child’s successful education;

creating conditions for successful socialization of the child;

maximum disclosure of the potential of his personality.

The listed objectives are achieved by the following means:

organization and adaptation of living space: workplace, place of rest and other places where the child is;

understanding by the tutor and teacher of the zones of proximal development of a student with special needs, relying on his internal, hidden resources, dosing the load, adapting educational material, adapting teaching aids.

More specific tasks of a tutor’s work are determined by the capabilities and personal qualities of the mentees. In every specific case The conditions necessary for the successful education of children with special needs will vary. Every child is unique. The school environment in which the student is located also has its own characteristics. Therefore, the formulation of specific tasks for a tutor falls on the shoulders of specialists from the school council of a particular school.

Let us also dwell on certain aspects of tutoring practice in an inclusive school.

At the moment, a situation has arisen where the majority of specialists working in general educational institutions do not have sufficient knowledge about children with disabilities, and specialists who currently have professional training do not take into account the peculiarities of correctional pedagogical work in the conditions of inclusive education. In the absence of an inclusion coordinator, a tutor can become a link ensuring the coordination of teachers, special educators, psychologists, and other specialists necessary for the child at each stage of the educational process.

The success of inclusion largely depends on the collaboration of a team of diverse specialists. In addition to the inclusion coordinator, based on the relevant regulations of the Ministry of Education (Order No. 27/901-6 of March 27, 2000), a Council of educational institutions can be created in schools. This is an opportunity for different specialists to actively interact with each other. At the consultation, if such a practice exists in the educational institution, goals and objectives are formed for the tutor in working with the child, based on his deficits and resources identified during the diagnosis. Next, it is the tutor who informs the consultation about the progress of work with the child and monitors the dynamics of his development.

It is necessary to especially note the work of the tutor with parents (additional programs have been developed for this). The activity of parents and their understanding of the essence and purpose of classes is a necessary condition for the effectiveness of the educational process and the socialization process. The main areas of work with parents can be:

establishing contact with parents of newly arrived children, explaining tasks, drawing up a plan for joint work;

providing parents with emotional support;

assistance to parents in obtaining information about the characteristics of the child’s development and the prognosis of his development;

developing in parents an adequate attitude towards their child, the ability to accept responsibility in the process of analyzing the child’s problems, and implementing a help strategy;

formation of interest in obtaining theoretical and practical skills in the process of education and socialization of the child;

conducting a joint analysis of intermediate results, developing further stages of work.

Work with parents involves the participation of a psychologist, special education teacher, doctor, social worker and other specialists.

The tutor must be able to see the child’s resources and deficits in order to find, together with him, ways to solve problems that arise during the learning process. We need to understand what the child can do, what helps him, what limits him. There are many different diagnostic techniques that help evaluate certain criteria. However, the main method remains observation of the child, supplemented by medical information, diagnostic results, and personal data about the child. Parameters such as motor skills, self-care skills, communication skills, speech, cognitive activity, and behavioral characteristics are assessed.

It is also important to constantly remember that the tutor’s participation in the child’s life should gradually decrease as his independence develops, giving way to communication with peers and interaction with teachers.

specifics of child development disorders;

the level of his activity;

the degree of readiness of the educational institution for inclusive education, the stage of its involvement in the development of inclusive practice;

the degree of preparedness of the teaching staff and the possibility of additional education;

the degree of interest in the correction process of parents;

the level of professional competence of the specialist himself.

1.4 Stages of organizing tutor support

Exist general stages individual support:

collecting information about the child;

analysis of the information received and own observations;

jointly with other specialists, developing recommendations and drawing up individual educational plan working with a child;

solving assigned problems;

analysis of the child’s development situation, adjustment of strategy.

The indicated stages are suitable for all children admitted to an educational institution; Further work is carried out if problems or features in the child’s development are identified. Let us dwell in more detail on each of the stages of accompanying a child with disabilities in a general education institution within the framework of inclusive practice.

The preliminary stage involves receiving a request for support. The decision on the need for accompaniment can be made upon the application of the parents (legal representatives) of a child with disabilities and/or on the basis of the conclusion of the psychological, medical and pedagogical commission (PMPC).

Good contact between the tutor and PMPC specialists not only significantly facilitates the tutor’s work, but also makes the process of including a child with disabilities into a new field of activity more effective.

At the preliminary stage, the tutor gets acquainted with the results of the child’s diagnosis carried out by specialists, with the child’s medical record, approved educational route; meets with specialists and representatives of the PMPK to receive recommendations on an individual educational plan (IEP).

Getting to know each other and establishing contact. Next comes the important moment of direct acquaintance and the gradual establishment of contact with the child. Having received general information, the tutor gets to know the child himself and his family, learns about the characteristics, interests, strengths and weaknesses of his ward. The most important element of this diagnostic stage is the tutor’s direct observation of the child and his environment. Here it is important to clarify details regarding the child’s behavior and to find out about the level of development of his social and everyday ideas. The tutor needs to make parents feel that he is interested in working with their child and is sincerely focused on a positive result.

Parents should be familiarized with the functional responsibilities of a tutor, where the responsibilities and duties of the parties are clearly defined, within the framework of a general agreement between parents and the educational institution.

At this stage, it is often necessary to familiarize the child in advance with the premises where he will study, his workplace, the location of classes and offices, the gym, the dining room, and toilets.

It is advisable for the tutor to hold meetings in advance with parents, students, and teaching staff to inform them and prepare them for the arrival of a child with disabilities at an educational institution, as well as to create social interest in inclusive education among all participants. This could be conversations at parent-teacher meetings, showing films about children with disabilities and inclusive education.

Adaptation stage. At the adaptation stage, there is a daily, consistent work of the tutor and student to enter the educational process and social life, the gradual inclusion of the child in various educational and extracurricular situations. Adaptation also refers to the adaptation of school premises, daily routine, curriculum and methodological manuals to the needs of a child with disabilities.

The time it takes for children to adapt to school varies greatly and depends on the individual characteristics of the particular child. They vary over several months, and in some children they can last up to a year. The adaptation period is significantly reduced for children who attended preschool educational institutions: preschool educational institutions, psychocorrectional support centers, etc.

At this stage, the tutor understands the components and features of the tasks facing a child with disabilities, and the potential possibilities for solving them, and identifies positive and negative factors influencing the situation.

Individual work is carried out with the child to develop personal motivation for learning.

An important point at this stage should be the work of the tutor, aimed at the successful entry of a child with disabilities into the school community. Children with disabilities often exhibit immaturity in forms of interpersonal interaction and communication skills; It’s good if the tutor uses every opportunity for his student to communicate with other children (during recess, walks, in the dining room, on holidays, classroom hours etc.). It should be noted here that a peer society that does not reject a “special” child is one of the leading factors of successful inclusion.

Main stage. Having become accustomed to a new environment, subject to constant receipt of positive emotional support, a child with disabilities moves to a new stage, which is characterized by a decrease in anxiety and tension. This is the stage of interaction with the child about and during learning, evaluation of the first results.

Now the emphasis of tutoring is moving to the sphere of deepening socialization and correctional and developmental education. Here it is important to maintain the child’s motivation and give him the opportunity to feel his success.

The child’s share of independence in performing this or that activity gradually increases, and in addition, his ability to interact with other adults, primarily with the teacher, and with other children is gradually ensured. I would like to emphasize once again that help should be reasonably dosed, be of a guiding nature and encourage the child to become independent.

At this stage, diagnostics are carried out during the learning process and observations during extracurricular activities, an analysis and assessment of the first results is given, an assessment of resources and deficits in the intellectual, communicative and other areas of the child’s activity is provided, and, if necessary, adjustments are made to the IEP.

Tutor support consists of organizing the child’s educational movement, which is built on a constant reflexive correlation of his achievements (present and past) with interests and aspirations (image of the future).

At each stage, the tutor informs parents and all participants in the educational process about the successes and failures in the child’s learning and socialization, monitors the mastery of the learning content, and analyzes the results of the support. If necessary, the tutor organizes consultations for the child with leading specialists: speech therapists, defectologists, psychologists. The final stage, if possible given a certain status of the child with disabilities, should be the gradual withdrawal of the accompanying person from the intermediary role of the tutor, providing the child with maximum independence in his studies, followed by a delayed assessment. A tutor's exit from the system or a decrease in his influence is a criterion of his effectiveness.

1.5 Methods and forms of tutor support

The main method of tutor support is the specially organized work of the tutor with the child’s awareness of the processes of educational activity and life activity, which includes relationships with other children in the class and with adults. The main tool is the student’s questions or the tutor’s own questions regarding these areas of the child’s life.

The tutor uses open and closed questions, the ability to extremely narrow or, conversely, expand the topic, and the technique of active listening.

The technologies and methods that the tutor uses in his professional activities are also technologies of open education: “case study” (a teaching method based on the analysis of practical situations), “portfolio” (a method of presenting educational results), “debates” (a method organizing a public discussion in which you need to argue your point of view with utmost evidence and refute the opposite one), etc.

Historically, the main forms of tutor support are individual and group tutor consultations. Tutor support is always individual and targeted.

Here are some forms of tutor support used today in the practice of tutoring:

1) individual tutor conversation;

2) group tutor consultation;

3) tutor (educational tutor seminar);

4) educational event.

The tutor support program within the individual educational program of a student or students may have the following structure:

1) explanatory note to the program:

– educational and psychological characteristics of the child;

– family order for the tutor program;

– characteristics of age (from educational and educational points of view);

– individual characteristics of the ward;

2) tutor program:

– work tasks;

- Expected results;

– directions of work for the current academic year;

– forms of work.

The tutor can keep any notes that help to objectively assess the child’s capabilities, identify problems that need to be worked on, and specify tasks in individual work with a given student. This could be, for example, recommendations from specialists with comments from a tutor that arise during the process of support, or a diary of observations of a child as one of the most common and necessary forms of documentation.

Diaries can be different, for example:

1. A diary in which the tutor records significant manifestations of the child’s behavior in order to track the dynamics of educational and social life. In addition to the characteristics of the child’s behavior, the tutor records both his own actions and the actions of the teacher; various types of support are noted: educational material (clarify, explain, simplify), therapy, training in study methods, support for emotional problems; Contacts with parents, specialists and other adults are noted, as well as the child’s emotional reactions.

2. A diary as a form of attachment to reporting to a higher psychological and pedagogical authority. This form of reporting must be maintained in accordance with the requirements of this authority. The logic of a document of this kind presupposes the presence of a date of entries, a goal (it can be general, at the beginning of the diary), tasks, methods used and a mark like “successful - failed”.

3. A diary as a way to inform parents about the life, studies and successes of their child. Thanks to this form of diary, parents will be able to fully imagine the picture of their child’s life at school and understand how the learning process is going. Often, reading a tutor's notes can be very useful for parents, as it allows them to come to the realization that their child is successful in activities and can lead an active life without their participation.

It is also important to note all changes that occur during educational and extracurricular activities, comparing them with the initial characteristics obtained during diagnosis upon admission to an educational institution. The parameters can be as follows:

- physical development;

– development of psychomotor skills;

– cognitive development;

– social-emotional development;

– communication capabilities;

– attitude to learning;

- school skills.

- description of the problem;

– the child’s capabilities;

– compensation opportunities;

- restrictions;

– resources;

– possible ways to overcome;

– actions that could help overcome difficulties.

In the same way, difficulties not only in the educational, but also in the social sphere of activity of a child with disabilities can be described.

Of course, tutors widely use other types of documentation, for example, questionnaires and questionnaires, various test materials when using elements of pedagogical and psychological research in their work, expert cards, etc.

1.6 Conditions for introducing tutor practice

Creating an adequate support system for students with disabilities in a particular educational institution requires a serious analysis of the educational, personnel, material, technical and other potential of the institution itself.

The success of tutoring depends on many factors:

– psychological readiness of the administration and staff of the educational institution for inclusion, understanding of the basic values of inclusive activities, agreement with them;

- Availability necessary specialists or agreements on psychological and pedagogical support for children with disabilities by specialists from resource centers, centers for psychological and pedagogical development and correction, primary medical care centers;

– availability of special conditions for the education and upbringing of children with disabilities.

The organizational conditions for support are decided with the administration of a particular educational institution and the district education department.

Legal registration of tutor work is carried out depending on the regulatory, legal and economic capabilities of the educational institution: either through the introduction of a tutor position; or by expanding or changing the existing job responsibilities of a social teacher or psychologist; or by allocating a special position for a tutor and concluding a separate employment agreement (contract) with him.

Documents regulating the activities of a tutor in an educational institution:

– Charter of the educational institution (possibly a section where additional paid educational services are described), which defines the tasks of individualization and tutor support as ensuring the individualization process;

– Job description of a tutor at the educational institution;

– Agreement with parents and educational institutions for the provision of tutoring services.

1.7 Features of accompanying children with disabilities

When accompanying children with disabilities within a general education school, the tutor has to deal with very different children who require an individual approach, which greatly complicates the development of general methods. Each time, when working with a new mentee, the tutor relies not only on his knowledge and experience, but also on intuition.

The group of children with disabilities coming to educational institutions is heterogeneous. This is determined, first of all, by the fact that it includes children with various developmental disorders: impairments of hearing, vision, speech, musculoskeletal system, intelligence, with severe disorders of the emotional-volitional sphere, including RDA, with delayed and complex developmental disorders.

The range of differences is extremely wide: from children who develop almost normally, experiencing temporary and relatively easily remediable difficulties, to children with irreversible severe disorders; from children who are able, with some support, to learn on an equal basis with their peers, to children who need an individual education program adapted to their capabilities.

In addition, during the growth and development of the child, disorders that are secondary in nature arise. For example, muteness may be a consequence of deafness in the absence special education. The level of mental development of a child with disabilities who comes to school depends not only on the time of occurrence, nature and severity of the primary disorder, but also on the quality of his further development and upbringing.

The development of a child with disabilities will be influenced by the following factors:

1. Type (type) of violation.

2. The degree and quality of the primary defect. Secondary changes, depending on the degree of disturbance, can be pronounced, mild and almost imperceptible. There is a direct dependence of the quantitative and qualitative uniqueness of secondary developmental disorders of a child on the degree and quality of the primary defect.

3. Time of occurrence of the primary defect. The earlier the pathological impact occurs and, as a consequence, damage to speech, sensory or mental systems, the more pronounced deviations in psychophysical development will be. For example, a child born blind does not have visual images, therefore, ideas about the world around him will accumulate with the help of intact analyzers and speech. In case of vision loss in preschool or primary school age, the child retains visual images in memory, which gives him the opportunity to explore the world by comparing his new impressions with preserved past images. With loss of vision in high school age, ideas are characterized by sufficient vividness, brightness and stability.

4. Conditions of the surrounding socio-cultural and psychological-pedagogical environment. The success of the development of a “special” child largely depends on timely diagnosis and early (from the first months of life) beginning of correctional and rehabilitation work with him.

A child with disabilities comes to an educational institution with a certain diagnosis. The tutor needs to understand and take into account not only the individual characteristics of the child, but also the characteristics caused by his nosology. The tutor must know the basic specifics of working with a particular child, and also know which of the specialists the child needs he can turn to if necessary.

2 accompanying children with disabilities of various categories

2.1 Typology issues

Children with disabilities are children with various mental or physical deviations that cause disturbances in general development. There is no single generally accepted classification of children with disabilities: in different sources you can find both detailed and extremely generalized attempts to group children with disabilities with whom a tutor works.

So, there is an international classification of diseases - ICD-10 - where you can see the medical classification of diagnoses. In Russia there are eight main types of special schools for children with various developmental disorders:

– schools of the first type – for deaf children;

– schools of type II – for hearing-impaired and late-deafened children;

– Type III schools – for blind children;

– schools of IV type – for visually impaired children;

– Type V schools – for children with severe speech impairments;

– VI type schools – for children with musculoskeletal disorders;

– Type VII schools – for children with learning difficulties and mental retardation;

– VIII type schools – for children with mental retardation.

In recent years, special educational institutions have been created for other categories of children with disabilities: those with autistic personality traits, those with Down syndrome. There are also sanatorium (forest) schools for chronically ill and weakened children.

According to the classification proposed by V.A. Lapshin and B.P. Puzanov, the following categories are distinguished:

children with hearing impairment (deaf, hard of hearing, late-deafened);

children with visual impairments (blind, visually impaired);

children with speech disorders (speech pathologists);

children with musculoskeletal disorders;

children with mental retardation;

children with behavioral and communication disorders;

children with complex disorders of psychophysical development, with so-called complex defects (deaf-blind, deaf or blind children with mental retardation).

Typology developed by M.M. Semago and N.Ya. Semago, is based on previous developments of typologies by G.E. Sukhareva, M.S. Pevzner, K.S. Lebedinskaya and V.V. Lebedinsky, D.N. Isaeva. There are three main groups of deviant development: insufficient, asynchronous and damaged development; Deficit development is added to these categories (as a historically established type of development).

The main criterion for identifying groups is the formation of the level structure of the basic components of development: voluntary regulation; spatiotemporal representations (spatial representations); basic affective regulation and, accordingly, regulatory, cognitive and affective-emotional spheres. Additional criteria are three non-specific indicators: learning ability, criticality and adequacy. For almost all categories of deviant development, an important indicator, which can also be considered as a differential diagnostic criterion, is the nature and characteristics of early (from birth to 3 years) development. Based on this classification, indications for accompanying children with disabilities by a tutor have been determined.

2.2 Features of accompanying children with disabilities of various categories

Due to the heterogeneity of children with disabilities, the degree of support and tasks of accompanying such children in an educational institution will also be different. However, there are a number general patterns which manifest themselves in most children with disabilities:

Children with disabilities are very vulnerable children who especially need a calm, friendly, rhythmic environment.

They require special teaching methods and adaptation of educational material, special organization educational process in connection with taking into account the characteristics of development:

specificity of perception (late activation, absent-mindedness, problems with remembering, etc.), decreased memory and attention, impaired volitional regulation;

impairment of performance (asthenic manifestations, unevenness, changes), exhaustion of mental processes;

lack of knowledge and ideas about the world around us;

lack of everyday skills (inability to manipulate school instruments, untidiness, etc.);

physical characteristics (visual defects, hearing defects, inability to sit for a long time, decreased/increased muscle tone, etc.);

behavioral characteristics, emotional instability, low self-esteem; dependency attitudes; increased emotional attachment to parents (significant adult).

In general, all children with disabilities have reduced characteristics in terms of speed, accuracy and completeness of perception; they need more time to understand instructions and follow them.

For all children, and especially for students with disabilities, praise, positive assessment of achievements and successes, drawing a positive perspective, and increasing self-esteem are extremely important.

Even more than other students, for successful integration, children with disabilities need motivation, diligence, and perseverance.

Learning to manage time wisely is an important aspect of support.

It is important to form a real understanding of the student himself about his deficiencies and possible problems in mastering educational material, and most importantly, about ways to solve these problems.

It is necessary to learn as much as possible about the child’s characteristics and capabilities. In addition to the information that can be obtained from parents, doctors, psychologists, and specialists, it is extremely important to take time to observe the child yourself. It should be noted what the child can do on his own, what he can do with some help, where he needs significant help, and what he cannot do at all. Having analyzed the child’s upcoming activities in an educational institution, we can assume in which activities the child with disabilities will need help or special equipment.

We must constantly strive to increase the child’s self-esteem and self-confidence through the acquisition of new skills, achievements and success in school and everyday life.

On the other hand, it is very important not to help unnecessarily, to encourage independence, to form in the child an active life position, faith in himself and his strengths.

Due to the fact that the overall pace of learning for a child with disabilities is reduced, he needs to be provided with a wider range of opportunities to complete tasks and modify them based on the child’s needs. Often additional explanation of the content of the task and checking its understanding are required. Certain types of exercises and tasks, voluminous texts should be simplified, given a different structure, formulated differently, shortened or divided into several parts, into stages of work on them.

Since students with disabilities have to make a lot of effort to follow the pace of the class, and therefore get tired more quickly, it is advisable to develop an effective study method with them. The ability to generalize well, give educational material a structure, and highlight the main and secondary is an important auxiliary tool.

Particular attention should be paid to the possibility of perceiving material through various sensory channels, actively using visual aids, images, diagrams, and interactive technical means.

It is necessary to plan motor warm-ups and special relaxation exercises, use and teach the child self-regulation techniques.

Children with minor disabilities can be integrated into society from early preschool age and included in the educational process from primary school.

It is advisable to include children with more serious impairments of vision, hearing, speech, intelligence, etc. mass school after initial correctional education and special social training (gradual introduction of the child to individual activities where he experiences a state of comfort).

2.3 Accompanying children with hearing impairments

The category of children with hearing impairment includes children who have a persistent bilateral hearing impairment, in which verbal communication with others through oral speech is difficult (hard of hearing) or impossible (deafness).

Deafness is the most severe degree of hearing impairment, in which intelligible speech perception becomes impossible. Deaf children are children with profound, persistent bilateral hearing impairment, acquired in early childhood or congenital. Among the deaf who lost their hearing early, there are children who have not acquired speech skills or have lost them. Based on this feature, deaf children are divided into two categories:

1) deaf without speech (precociously deaf);

2) deaf people who have retained speech (late-deafened).

Hearing loss is a persistent hearing loss that causes difficulties in speech perception. Hearing loss can be expressed in varying degrees - from a slight impairment in the perception of whispered speech to a sharp limitation in the perception of speech at conversational volume. Children with hearing loss are called hard of hearing children. The group of hearing impaired children is also heterogeneous. Depending on the degree of hearing loss and other factors, it is very diverse in the level of speech development of children. For pedagogical purposes, hearing-impaired school-age children are divided into two categories:

1) hearing-impaired children with developed speech with minor deficiencies;

2) hearing-impaired children with profound speech underdevelopment.

Impaired auditory perception and the resulting impairment of speech communication create uniqueness in the mental development of a child suffering from a hearing impairment. A child without speech (deafness from an early age) or with underdeveloped speech may not understand the speech addressed to him, the teacher’s explanations, the speech surrounding him, he may not understand the text read. He sometimes finds himself deprived of the opportunity to express even the most elementary thought.

The degree of speech development depends not only on the degree of hearing defect, but also on the time of its occurrence. The slightest hearing loss that occurs in a very early age, can lead to delayed speech development, to its defective development - and at the same time, partial hearing loss that occurs after 3 years can leave speech largely intact. The degree of speech development also depends on the pedagogical conditions in which the child with hearing impairment was placed after the onset of the hearing defect. If special pedagogical conditions are created for a child who has just lost his hearing in kindergarten, special institution or at home, if he is early provided with sound-amplifying equipment, taught to read lips, corrects mistakes he makes in his speech, and conducts conversations using a dictionary accessible to him, then his speech naturally develops better. The level of speech development of a child with hearing impairment also depends on his individual characteristics. More active, lively, sociable children speak better than lethargic and withdrawn ones.

It is important to remember that the functioning of the auditory analyzer is directly dependent on the level of speech development. The richer the speech, the easier it is to use an inferior auditory analyzer to perceive it. Only someone who speaks well can guess about those missing elements of the perceived speech that he could not hear. It is very important for children with hearing impairments to develop speech skills!

If there is a child with hearing impairment in the class, you need to make sure that he has hearing aids (a hearing-impaired child should wear two aids). It is better for the child to sit as close to the teacher as possible.

It is necessary to create special conditions for speech perception and comply with them. The hearing impaired person must be able to see the speaker. You should try not to turn your back on the hearing-impaired person; doing important messages, look at the child. It is important to ensure that a child who is hard of hearing quickly looks for the speaker and quickly looks from one speaker to another. This should become a conscious necessity for the child. You need to speak a little slower, don’t raise your voice, don’t exaggerate your articulation, and don’t distort your rhythm and intonation. Give instructions clearly, ask specific questions, avoid long, overly detailed explanations.

The teacher and tutor need to control that the child correctly understood what was said. Ask, check, encourage questions.

It is necessary to create a wide range of opportunities for completing tasks, to supplement the teacher’s speech, relying on other modalities, in particular, to widely use visual aids, drawings, and symbol maps. The student may receive written copies of lessons.

If the child’s speech is unclear, you should try not to limit him in time, create conditions so that the child can speak out. Help him use vocabulary and grammatical structures correctly, encourage his statements.

A tutor accompanying a child with hearing impairments must carry out preliminary work to inform students about the characteristics of the hearing impaired. Normally hearing children cannot always correctly perceive and interpret the behavior of their hearing-impaired peers. Children need to be explained that hearing aids require careful handling and that they can only compensate for hearing loss to a limited extent. For students with normal development, conditions can be created to identify themselves with those who are hard of hearing. For example, children close their ears and try to read individual words, sentences, or short information material from the speaker’s face.

In the classroom, it is important to adopt rules of behavior, first of all, compliance with the noise regime, which means creating conditions for the hearing impaired to isolate the necessary speech information. Normally hearing students should be encouraged to speak clearly and expressively with hearing-impaired peers, avoiding tongue twisters, creating conditions for asking again, to clarify what is not understood.

It is important not to hide the existing disorder and in no case be embarrassed to use a hearing aid. A hearing-impaired child should be made to feel that he does not need to pretend that he can hear well. Students with hearing impairments do not sufficiently grasp emotional nuances, subtleties of communication, and intonation. Required extra work, clarifying and deepening this aspect of knowledge.

Parents must also understand the peculiarities of education and upbringing in conditions of inclusion. Their task is to promote social integration, social interaction ordinary children and children with hearing impairments, and therefore themselves need education.

Creating a comfortable, safe environment is necessary, since tension and auditory deprivation further complicate communication. The success of a hearing-impaired person largely depends on the formation of positive self-esteem, involvement in joint activities. However, it is necessary to take into account the opposite trend. A child who is hard of hearing may become accustomed to special treatment. As a result, he may show selfishness, unceremoniousness, and demand increased attention to himself. This can create a barrier between him and his hearing peers. It is important to find a balance, to avoid pitting children against each other, based on recognition of the equality of all students and the value of each of them.

Thus, it is necessary to create such an atmosphere so that a hearing-impaired student can become an equal member of the student body, without finding himself in the position of an outside observer or occupying a privileged position.

The problem of integrating hard-of-hearing (deaf) children into the educational environment seems to be more complex than that of hearing-impaired children. There are only isolated cases of their complete integration into a regular secondary school. This is a difficult category of children to integrate. Partial integration seems realistic (training in a special class at a general education school), where it is possible to conduct separate classes in the main subjects and carry out the corrective component classes to the required extent. The large volume of remedial classes (provided for in the school curriculum for deaf children) indicates how complex and specific the problem of their education is.

2.4 Accompanying children with visual impairments

Blind children are those with visual acuity from 0 (0%) to 0.04 (4%) in the better seeing eye, corrected with glasses. Blind children practically cannot use their vision in orientation and cognitive activity.

Visually impaired children are children with visual acuity from 0.05 (5%) to 0.4 (40%) in the better seeing eye, corrected with glasses.

Children with low vision, or children with borderline vision between low vision and normal, are children with visual acuity from 0.5 (50%) to 0.8 (80%) in the better seeing eye, corrected with glasses.

In the absence of vision, there is some general lag in the development of a blind child compared to the development of a sighted child, which is due to less activity in learning about the world around him. This manifests itself in both physical and mental development. The periods of development of blind children do not coincide with the periods of development of sighted children. Until a blind child develops ways to compensate for his blindness, the ideas he receives from the outside world will be incomplete and fragmentary, and the child will develop more slowly.

Functions and aspects of the personality that suffer less from the lack of vision (speech, thinking, etc.) develop faster, although in a unique way, others (movements, mastery of space) - more slowly. The lack of visual control over movements complicates the formation of coordination.

Changes in the sphere of external emotional manifestations are noted in blind and visually impaired children. All expressive movements (except for vocal facial expressions) are weakened with profound visual impairment.

Knowing these characteristics of children with visual impairments and their causes, it is necessary to create the most favorable conditions for their education in an educational institution in order to prevent possible secondary deviations.

If there is a child with visual impairment in the class, it is necessary to clearly dose the visual load. The optimal visual load for visually impaired students is no more than 15–20 minutes of continuous work. For students with profound visual impairment, depending on individual characteristics, it should not exceed 10–15 minutes.

It is important to choose an optimally lit workplace where the child can see the board and teacher as much as possible, for example, the first desk in the middle row. A child with severe visual impairment, who relies on touch and hearing in his work, can work at any desk, taking into account the degree of audibility in that place. The classroom must be provided with increased general illumination (at least 1000 lux) or local lighting in the workplace of at least 400–500 lux.

You should pay attention to the number of comments that will compensate for the impoverished and sketchy visual images. Particular attention should be paid to the accuracy of statements, descriptions, instructions, without relying on gestures and facial expressions. The teacher's speech must be expressive and precise; he must pronounce everything he does, writes or draws.

It is necessary to call each speaker by name so that it is clear who is speaking.

It is necessary to use larger and brighter visual aids and larger fonts. When using a board, the notes should be contrasting and the letters should be large. When writing, it is better to use colored markers for the most important points in the recorded material.

The child must be able to navigate in space: know the main landmarks of the room where classes are held, the path to his place. In this regard, you should not change the environment and place of the child, especially at first, until he develops automatic movement in a familiar room.

It is important for a child to learn to ask and accept help from peers. It is very important that in this situation the child maintains a sense of self-esteem and strives to provide help himself in a situation that corresponds to his capabilities.

2.5 Musculoskeletal disorders, cerebral palsy (CP)

Disorders of the musculoskeletal system can be either congenital or acquired. Depending on the cause and time of occurrence and the effect of harmful factors, the following types of musculoskeletal disorders are distinguished:

Diseases of the central nervous system:

– myopathy, dysfunction of the musculoskeletal system with torsion dystonia and other persistent hyperkinetic syndromes of congenital and hereditary nature;

– dysfunction of the musculoskeletal system after suffering from polio and other neuroinfections.

Congenital and acquired pathology of the musculoskeletal system:

– congenital dislocation of the hip;

– torticollis;

– clubfoot and other foot deformities;

– underdevelopment and defects of the limbs;

– anomalies of the spine;

– injuries to the spinal cord, brain, limbs;

– polyarthritis;

– skeletal diseases (osteomyelitis, bone tumors, etc.);

– systemic skeletal diseases (rickets, chondrodystrophy).

Movement disorders are characterized by impaired coordination, tempo of movements, limitation of their volume and strength, which leads to the impossibility or partial impairment of movements of the musculoskeletal system in time and space.

Most children with musculoskeletal disorders are children with cerebral palsy.

Cerebral palsy unites a whole group of conditions in which movements and the ability to control the position of the body in space are impaired. A child with cerebral palsy cannot control his or her movements as well as other children.

With cerebral palsy, the source of damage in the central nervous system does not increase or develop, i.e. This is a non-progressive injury. But as the child develops, the manifestations of this damage may change. The development of movements is closely related to the development of other skills, so it will be difficult for a child with cerebral palsy not only to learn to move, but also to develop in other important areas: play, communication, self-care.

Cerebral palsy occurs due to damage to those parts of the central nervous system that are “responsible” for controlling movements. But the child may also have damage to other parts of the brain that control other functions. In this case, the child will have associated disorders. Children with cerebral palsy may have difficulty controlling their eye movements, so about half of them have squint. Sometimes such children are diagnosed with hearing loss. Quite often, children with cerebral palsy experience seizures. The child’s motor disorders are reflected in the functioning of the respiratory apparatus, voice production, articulation, facial expressions and gestures, which he tries to use to communicate with others. For example, a child with spastic diplegia may have difficulty pronouncing sounds, his vocalizations are quiet, his facial expressions are poor, and he uses few gestures because it is difficult for him to move. With hyperkinetic forms of cerebral palsy, the child is constantly in motion, grimaces, moves his arms a lot, and often makes sounds.

Speech disorders occupy a special place in the cerebral palsy clinic. The frequency of speech disorders in cerebral palsy is 80%. Organic damage to the analyzer in cerebral palsy leads to disturbances in the articulation of speech sounds, disorders of the voice, breathing, tempo and rhythm of speech, and its intonation expressiveness. The leading ones are phonetic-phonemic disorders. Disorders of written speech – dysgraphia and dyslexia – are common in children with cerebral palsy.

Approximately half of children with cerebral palsy have impaired intellectual development. It is very important to remember that any child develops by actively interacting with the world around him. A child with normal development does this naturally, and often even parents do not notice where and when he managed to learn something. If your child has cerebral palsy, he needs help to learn successfully.

With increased or decreased muscle tone It is important for a child to choose the right furniture.

A student with mobility impairments must be able to move around the school, classroom, and other premises in the manner in which he can; speak and write as much as his motor abilities allow.

It is often important for the child to be in a stable position in which the influence of tonic reflexes would be minimal.

The presence of pronounced motor problems in children makes it necessary to use imitation actions, passive-active and joint actions, and think through the special content of children’s activities.

2.6 Accompanying children with intellectual disabilities

Reduced intelligence is one of the most common disorders. Concepts such as impairment or delay of mental or intellectual development, mental retardation, lethargy, and severe learning problems can be used here.

In clinical psychiatry, it is customary to distinguish two main forms of intellectual impairment: mental retardation (oligophrenia) as a type of dysontogenesis (V.V. Kovalev) and dementia. With oligophrenia there is no increase in intellectual defect. Dementia is the decay of more or less formed intellectual functions.

Mental retardation

ICD-10 provides only general guidelines for the most adequate assessment of the condition of patients. A mild degree of disorder (F70) is diagnosed with IQ test data in the range of 50-69 points, which generally corresponds to the mental development of a child 9-12 years old. Moderate degree (F71) is diagnosed with an IQ in the range of 35-49 points (6-9 years), severe degree (F72) - with an IQ in the range of 20-34 points (3-6 years), deep (F73) - with an IQ lower 20 points (child under 3 years old). The more pronounced the disorder, the sooner it attracts attention. Detection increases sharply with the start of school, reaching a peak at 10-15 years, after which it gradually decreases.

With a mild degree of the disorder, despite visible developmental delay, children in preschool age are often indistinguishable from healthy ones: they are able to learn communication and self-care skills, the lag in the development of sensorimotor is minimal. By late adolescence, under favorable conditions, they master the 5-6 grade program of a regular school, and in the future can cope with feasible work that does not require abstract thinking skills, live and manage the household independently, needing supervision and guidance only in situations of serious social or economic stress.

A moderate degree is characterized by a noticeable lag in social intelligence, which makes constant moderate monitoring necessary. It is possible to develop social and manual skills, make independent purchases, and travel to familiar places.

In the severe form (severe oligophrenia), the development of speech skills and motor skills is minimal; in the preschool period, children, as a rule, are incapable of self-care and communication. Only in adolescence, with systematic training, limited verbal and non-verbal communication and the development of basic self-care skills become possible.

With severe mental retardation (idiocy), minimal development of sensorimotor allows, in some cases, with systematic training, to achieve sharply limited self-care skills only in adolescence, which makes constant child care necessary. Elementary communication is possible only on a non-verbal level.

Along with the main forms of intellectual impairment (oligophrenia and dementia), borderline mental retardation is distinguished (V.V. Kovalev). In a certain part of children, borderline intellectual disability is secondary, caused by violations of the so-called prerequisites of intelligence (K. Jaspers): memory, attention, performance, speech, emotional-volitional and other components of the developing personality.

IN Russian literature The terms “delayed rate of mental development” and “mental retardation” (MDD), proposed by G.E., are common. Sukhareva. Conditions classified as CPR are integral part a broader concept – “borderline intellectual disability”. They are characterized primarily by a slow pace of mental development, personal immaturity, mild impairments of cognitive activity, which differ in structure and quantitative indicators from mental retardation, and tend to compensate and reverse development.

In the Anglo-American literature, borderline intellectual disability is partly described within the framework of the clinically undifferentiated syndrome of “minimal brain dysfunction” (MMD). This term has been used since the 60s of our century to designate various clinical manifestations caused by mild residual brain damage. Among the various manifestations of MMD, states of impaired school adaptation, hyperdynamic syndrome, disorders of emotions and behavior, mild impairments of cognitive activity, etc. are described.

Mental retardation (MDD) is a psychological and pedagogical definition for the most common deviation in psychophysical development among all children. Delayed mental development is considered as a variant of mental dysontogenesis, which includes both cases of delayed mental development (“delayed rate of mental development”) and relatively persistent states of immaturity of the emotional-volitional sphere and intellectual deficiency that does not reach mental retardation. ZPR is often complicated by various mild, but often persistent neuropsychic disorders (asthenic, cerebrasthenic, neurotic, neurosis-like, etc.) that impair the child’s intellectual performance.

If there is a child with an intellectual disability in the class, it is necessary to connect the lesson material as much as possible with the experience and daily life of the child; avoid confusion; leave the board clean; give additional practice when completing tasks; adapt tasks so that they correspond to the level of a child with disabilities; break the task into short segments and learning objectives; ask other students to help; do not notice unwanted actions if the child does it in order to attract attention; Praise and pay attention when behavior matches the desired behavior.

2.7 Accompanying a child with attention deficit hyperactivity disorder (ADHD)

Children with ADHD are extremely active: they constantly run, spin, and try to climb somewhere. Their excessive motor activity is aimless and does not meet the requirements of a specific situation. Hyperactivity is also manifested by restlessness and extraneous movements during tasks that require perseverance (the child fidgets in the chair, unable to keep his arms and legs motionless). Such children violate discipline and quickly become “uncontrollable hooligans.” As a result, the self-esteem of such children is low and anxiety is increased. Against this background, motivation to learn decreases and aggressive behavior often occurs. Other children in this group experience increased regression and personal infantilization. Such children refuse responsibility for their behavior and learning.

If there is a child with ADHD in the class: such a child needs a positive, balanced and consistent attitude towards him; It is important to give clear, specific instructions; maintain a clear rhythm, structure, organization; optimal place in the classroom for a child with ADHD - a place against the wall and not far from the teacher’s desk; more often give such a child additional tasks that allow the possibility of movement (collect notebooks, distribute materials, sheets of paper, etc.)

2.8 Accompanying a child with early childhood autism syndrome (ECA) and autism spectrum disorder (ASD)

If there is a child with autism in the class, it is necessary to create a quiet, secluded place for the child where he can be alone. The child should be able to leave the classroom, he can have with him his usual favorite object, a toy, but we must try to ensure that this does not distract other students. It is preferable for such a student to sit on the last desk, where he will gradually get used to the situation.

It is important to give the child the opportunity to independently explore the classroom and study rooms.

It is necessary to dose contacts with the child, because... satiety may set in - then even a pleasant situation becomes uncomfortable for the child and can destroy what has already been achieved. Communication with the child should be carried out in a low voice, in some cases, especially if the child is excited, even in a whisper. It is necessary to avoid direct looks at the child and sudden movements. You should not contact your child with direct questions or insist on the duration of the task in case of refusal. The specialist's clothing should be dark in color and consistent - this will help the child get used to it.

Schemes are the most accessible to autistic children, and it is on them that correctional work must be based.

A child with autism needs the constant support of an adult and his encouragement in order to move on to a more active and complex relationship with the world. Here you need the ability to feel the child’s mood and understand his behavior. In the process of work, incentives are identified in the behavior of an autistic child that need to be relied upon during correctional work.

2.9 Accompanying children with multiple disabilities

Multiple, or complex, disorders of child development include combinations of two or more psychophysical disorders (vision, hearing, speech, mental development, etc.) in one child. For example, a combination of deafness and low vision, mental retardation and blindness, musculoskeletal disorders and speech disorders. Other terms are also used as synonyms in the literature: complex defect, complex developmental anomalies, combined disorders, combined disorders, complex structure of the defect, complex structure of the disorder.

During the growth and development of a child, disorders that are secondary in nature arise. For example, in the absence of special training, muteness can be a consequence of deafness, and impaired spatial orientation and distorted ideas about the world can be formed as a result of blindness.

Thus, the level of mental development of a child with multiple disabilities who comes to school depends not only on the time of occurrence, nature and severity of the primary developmental disorder, but also on the quality of his further development and upbringing.

CONCLUSION

Inclusive education is a new promising strategic direction of educational policy and practice, which largely affects the foundations of general education. Therefore, at the stage of designing an inclusive process in an educational institution, it is necessary to consider and evaluate the essential and situational contradictions and limitations of this process, risks and resources in order to lay the foundations for truly effective inclusive education and avoid distortions and disruptions in its implementation.

Today, the inclusive process in education is understood as a specially organized educational process that ensures the inclusion and acceptance of a child with disabilities into the environment of ordinary peers in a general education institution, training in adapted or individual educational programs taking into account his special needs. educational needs.

The main thing in the inclusive education of a child with disabilities is to gain educational and social experience with peers. The main criterion for the effectiveness of inclusive education should be maximum social adaptation, and in the future – professional and work adaptation of children with disabilities. Only after this can we talk about educational adaptation and the corresponding dynamics of mastering program material.

The relationships of all participants in the educational process are built on the principles of equality and respect for each other’s characteristics.

The educational process must be carried out in such a way that all children, including “special” children, can demonstrate maximum cognitive and social activity in the process of developing (in accordance with their capabilities) social and academic competencies.

The dynamics of mastering program materials in children of different categories of disabilities and others may be different, and this fact must be taken into account when organizing the educational process.

The inclusive educational process is organized on the basis of the principle of variability, taking into account different forms and programs of education in accordance with the characteristics of children.

Interaction with the parents of a child with disabilities, the formation of relationships of cooperation and productive interaction, the active inclusion of parents in the process of creating special educational conditions, division of responsibility between parents and educational institution.

Flexible and structured management system.

The presence of clear regulations for organizing the activities of the teaching staff and a system of psychological and pedagogical support, enshrined in local acts of the educational institution.

Attracting all kinds of external resources, interaction with social partners, interdepartmental interaction.

Constant monitoring of the educational environment, team activities, making changes to the strategy and tactics of the activities of all employees depending on the monitoring results.

Also, indicators of the effectiveness of the implementation of the inclusive process within one educational institution will be, first of all, the positive dynamics of the child’s development, his full inclusion in the children’s team, the desire and desire to go to school; a favorable, friendly atmosphere in which the educational process takes place, the inclusion of all students and teachers in it, relationships of cooperation and participation; parents' satisfaction with the quality of work of the teaching staff, support for all initiatives offered at the school.

If we talk about forms of individual support and accompaniment for a child with disabilities in the context of inclusive practice, we need to talk about tutoring. Tutoring, as a new pedagogical activity in Russian education, becomes in an inclusive school an important resource for creating an effective, flexible, child-oriented support system. Tutoring can contribute not only to the development of more individualized learning, but also to education, where the tutor contributes to the maximum development of the student’s personality, the formation of his motives and values. The pedagogical activity of a tutor in the context of the implementation of inclusive practice consists of individual work with children with disabilities during the educational process and the process of socialization; promotes self-determination and self-realization of schoolchildren in their future professional and social life, the formation of their emotional and value-based attitude to reality. Tutoring support is a pedagogical activity for the individualization of education, aimed at identifying and developing the educational motives and interests of the student, searching for educational resources to create an individual educational program. Not every teacher can serve as a permanent attendant for a child with disabilities. This activity presupposes a high level of tolerance of the teacher (unconditional acceptance of the child), a sufficient supply of knowledge within the framework of correctional pedagogy and special psychology, well-developed communication skills, etc.

List of sources used

Interregional Tutor Association http://www.thetutor.ru/

Remote educational portal“Tutor Library” http://www.edu.of.ru/distantobr

Discussion platform “Tutoring” (coordinator T.M. Kovaleva) http://www.eurekanet.ru/ewww/info/13439.htm

Tutoring as good practice individualization. Kovaleva T.M./ magazine “Accreditation in Education” http://www.akvobr.ru/tjutorstvo_praktika_individualizacii.html

Who is a “tutor” and what is his role in the education of a student? What are the specifics of a tutor’s activity? Kovaleva T.M., “School Director” No. 6, 2011 http://www.direktor.ru/interview.htm?id=16

Elkonin B.D. - Field and tasks of intermediary action, M. - http://thetutor.ru/history/article01.htm

Integrated education for children with hearing impairment (Republic of Belarus) http://defectus.ru/load/kabinet_defektologa/psikhologo_pedagogicheskoe_soprovozhdenie/

“Game in the life of children with hearing impairments” / Preschool education of abnormal children: A book for teachers and educators / Edited by L.P. Noskova. – M.: Education, 1993.

Integrated education of children with hearing impairment: Methodological recommendations / Scientific. Ed. L.M. Shipitsyna, L.P. Nazarova. – M.: Childhood-press, 2001

http://www.gluxix.net/

APPENDIX A – Example of a job description for a tutor in the inclusive education system

1. Job responsibilities

A teacher accompanying children with special educational needs in an inclusive education class performs the following job responsibilities:

1.1. Complies with the rights and freedoms of students as defined by the UN Convention on the Rights of the Child, the Law of the Russian Federation “On Education”, the Charter of the school, and other local acts regulating the activities of students in the educational process.

1.2. Ensures the protection of the life and health of students during the educational process.

1.3. Complies with sanitary and hygienic requirements in class and outside of class hours.

1.4. Ensures academic discipline and controls the students' attendance at classes in accordance with the schedule.

1.5. Actively interacts with the school psychologist, speech therapist, speech pathologist, medical workers, and other specialists.

1.6. Provides organizational and methodological assistance to the teacher in teaching children with special educational needs in an inclusive class.

1.7. Coordinates the student's educational activities with the teacher.

1.8. For execution educational objectives uses techniques, methods and teaching aids appropriate to the level of preparation of a student with special educational needs.

1.9. Adapts the curriculum to the appropriate educational opportunities of the student with special educational needs.

1.10. Provides individual instruction to a student with special educational needs in accordance with the class curriculum in cases where the student's classroom instruction is temporarily impossible.

1.11. Communicates with parents (legal representatives), provides them with advisory assistance, and informs them (through the teacher or personally) about the progress and prospects of students mastering subject knowledge.

1.12. Carefully and systematically works with school documentation in accordance with the requirements of the educational standard, based on the Regulations on inclusive education classes.

1.13. If necessary, carries out correctional and developmental work, takes part in pedagogical consultations and teacher councils.

1.14. Participates in the work of the methodological association to improve methodological skills, in the development methodological topic, conducting seminars, etc.

1.15. Systematically improves his qualifications through self-education and course training at least once every 5 years.

1.16. Complies with health, safety and fire protection rules and regulations.

1.17. A teacher accompanying children with special educational needs must know:

Constitution of the Russian Federation;

Law of the Russian Federation “On Education”, decisions of the Government of the Russian Federation, educational authorities on education issues;

UN Convention on the Rights of the Child;

The charter of the school and other local acts regulating the activities of the school;

Regulations on inclusive education classes;

fundamentals of general theoretical disciplines to the extent necessary to solve pedagogical, scientific, methodological and organizational and managerial problems;

pedagogy, psychology, developmental physiology, school hygiene, fundamentals of defectology, methods of teaching and educational work, programs and textbooks;

requirements for equipment and equipment of classrooms;

teaching aids and their didactic capabilities;

main directions and prospects for the development of education and pedagogical science;

fundamentals of law, scientific organization of labor;

rules and regulations of labor protection, safety and fire protection.

1.18. A teacher accompanying children with special educational needs must have a pedagogical education, qualification category and special course preparation.

A teacher accompanying children with special educational needs has the right:

2.1. Participate in the management of the school through public governing bodies in the manner determined by the Charter of the institution.

2.2. Take part in work public organizations(associations) of the trade union and be a member of them.

2.3. Protect your professional honor and dignity.

2.4. Choose forms, methods, techniques of teaching and upbringing (in accordance with the state educational standard, the concept of developing an integrative education class).

2.5. Make proposals for improving the educational process, work schedule, and work with parents.

2.6. Attend parent-teacher meetings and other teachers' classes.

2.7. Be certified on a voluntary basis for the appropriate qualification category and receive it in case of successful certification.

2.8. Installed at the beginning school year volume study load cannot be reduced during the academic year at the initiative of the administration, with the exception of cases of reducing the number of hours in the curriculum and programs, as well as the number of classes.

2.9. Take extended paid leave of 56 calendar days.

2.10. A personal one-time allowance is established for the teacher supporting the education of children with special educational needs from the accumulative funds of social support for education workers of the Central Educational Institution of Preschool Education system.

3. Responsibility

3.1. A teacher accompanying children with special educational needs bears disciplinary liability in the manner prescribed by labor legislation, regardless of the workload, for failure to comply or improper execution responsibilities defined by the school Charter, internal labor regulations, and these instructions.

3.2. The teacher accompanying children with special educational needs bears personal responsibility for the quality of teaching and the full implementation of the requirements of the state educational standard.

3.3. The teacher accompanying children with special educational needs is responsible for the life and health of children during the educational process in accordance with safety instructions.

3.4. The teacher accompanying children with special educational needs is personally responsible for the high-quality and timely maintenance of the necessary documentation.

4. Relationships

4.1. Relationships with students, administration, colleagues, parents and other persons are built on a friendly basis by the accompanying teacher.

4.2. The working hours are established by the class schedule in accordance with the volume of teaching load.

4.3. The accompanying teacher is appointed and dismissed by the school director.

4.4. The accompanying teacher is fully subordinate to the school director and the supervising deputy, members of the administration in accordance with their powers.

APPENDIX B – Draft sample regulations on tutor support for children with disabilities in an inclusive school

1. General provisions

Successful teaching of children with different abilities in a regular classroom is, first of all, a humanistic path to the development of our society and education younger generation in the spirit of tolerance and responsibility for the lives and destinies of those children who, due to their characteristics, have a more difficult life than others.

Children with disabilities (children with special needs, in some cases - children with disabilities) require a special approach, which includes both the creation of a tolerant environment in the children's team and the use of special correctional and methodological approaches to work. Ensuring the success of the education of a child with disabilities is based, first of all, on the creation of favorable, comfortable conditions in the educational environment of the school and the development of greater independence in the child in educational activities. Comfortable conditions are conditions under which a child with special needs will be able to master a curriculum adapted for him at a convenient pace and in an appropriate volume. The development of greater independence in a child involves a progressive movement from dependence on the tutor to maximum independence of the child in school life. In this case, the tutor can remain nearby, but his functionality will be as close as possible to the functionality of a tutor accompanying ordinary children.

This provision has been developed in accordance with the UN Convention on the Rights of the Child, the Law of the Russian Federation “On Education”, Model Regulations on a General Educational Institution, and the Professional Standard for Tutor Support of an Individual Educational Program (Project).

2. The purpose and objectives of tutor support in an inclusive school

The goal of the tutor’s work is to create conditions for the successful inclusion of a child with special needs in the school environment, to support and accompany his educational activities, based on the principles of individualization and an individual approach.

Achieving this goal - creating conditions for the successful inclusion of a child with special needs in the educational environment of the school - is possible by solving the following groups of problems:

– creating conditions for the child’s successful education;

– creating conditions for the successful socialization of the child;

– maximum disclosure of the child’s personality potential.

At school, a tutor working with a child (group of children) with disabilities:

– together with the head teacher, teacher and with the participation of the child’s parents, participates in the preparation of an individual educational plan (IEP) and its regular adjustment;

– contributes to ensuring academic discipline for students (groups) and monitors the students’ attendance schedule in accordance with the schedule and IEP, including additional classes (clubs, sections);

– creates an educational development environment for the student within the class team;

– interacts with a school psychologist, speech therapist, speech pathologist, medical workers, and other specialists on emerging problems and their solutions in the study and communication of the ward (group);

– provides organizational and methodological assistance to the teacher in teaching children with special educational needs in an inclusive class;

– adapts the curriculum to the appropriate educational opportunities of a student with special educational needs.

– to perform educational tasks, uses techniques, methods and teaching aids that correspond to the level of training of a student with special educational needs;

– provides individual instruction to a student with special educational needs in accordance with the class curriculum in cases where the student’s education in the classroom is temporarily impossible;

– if necessary, assists the student in self-care (toilet, moving around the school, nutrition);

– communicates with parents (legal representatives), informs them about the achievements of the ward, consults with them, provides them with advisory assistance;

– keeps a diary of observations;

– if necessary, conducts correctional and developmental work with the ward.

4. Tools, forms and methods of work of a tutor

The purpose and objectives of the tutor’s work are achieved by the following means:

organization and adaptation of living space: workplace; places of rest and other places where the child is;

identification by the tutor and teacher (educator) of the zones of proximal development of a child with disabilities, reliance on his internal, hidden resources, dosing the load, adapting educational material, adapting teaching aids.

Tutoring activities can be implemented using technologies that are most consistent with the nature and content of tutoring support:

portfolio;

design technology;

information technologies;

consulting technologies.

The tutor has the right to use any educational and educational technologies that are acceptable to him personally and effective from the point of view of achieving the results of tutor support.

5. Results of tutor support and forms of their recording

The results of a tutor’s work in an inclusive school are:

adaptation of the child to the school environment, changes in the child’s behavior;

development of the child’s communication abilities;

dynamics of personal, cognitive, emotional, creative development child, development of child independence.

Recording of the tutor’s work results is reflected:

in the student's portfolio;

in the tutor's observation diary.

6. Organization of tutoring activities

Specialization of a tutor’s work can occur for two reasons:

the tutor is assigned to a group of students;

The tutor is assigned to one child.

The activities of a tutor are regulated job description, tariff and qualification characteristics (requirements) for positions of employees of educational institutions and others necessary documents.

7. Tutor documentation

Tutor documentation includes:

– work plan for the year, quarter

– child’s individual card (or IEP);

– observation diary.

How many people know about such a thing as “tutor support”? What does it mean? Who are tutors and what do they do? Who needs their help? All these questions can be answered in this article.

Who is a tutor

The concept of tutor support refers to the activities of a person who has received a special education, aimed at assisting in learning using an individual approach. In other words, this is a specialist who, on his own, ensures the process of interaction between the student and the teacher, helping him to overcome both pedagogical and psychological “barriers.” There are often examples when teachers do not want to study and interact with him, however, he also has every right to do so, it’s just that the learning process is more difficult for such a child than for his peers. It is in such situations that the tutor acts as a link between the student and his teacher, often helping him discover new talents and expand his own capabilities. We must pay tribute to such a specialist, because this is hard work that not everyone can do.

What should a tutor be like?

Tutor support is labor-intensive work. What qualities and skills do you need to have to implement it? An important role is played by a person’s psychological readiness for this process; it is necessary to have special pedagogical skills and have a reserved and friendly character. A tutor can accompany one child or a whole group of children. And for each of them it is necessary to find time, an approach, and establish relationships. Unfortunately, today in Russia there are no special educational institutions where it is possible to learn such a profession. However, they are trying to create departments and faculties with a focus on tutor support. Is it really impossible to get such help?

Maybe. In schools and kindergartens there are people such as social psychologists-educators, and they can provide such assistance. Volunteers are also happy to help, but they do not have the methodological skills that are necessary for tutoring.

Are tutors needed in the education system?

Tutor support is controversial in the education system. Is it necessary at all? Can’t teachers themselves cope without such help? These questions are very relevant at the moment. Let's take a closer look at them.

There is no need to hide that in the times of our mothers and fathers, grandparents, teachers were more emotionally restrained, did not allow themselves to speak with students in high tones, and some even had amazing self-control. Nowadays, teachers sometimes show incredible rudeness towards their students. Under such conditions, how can a child perceive educational material and generally have a desire to learn? Tutor support shows a completely new pedagogical approach, where a child can turn to his mentor as a friend, ask questions and not be afraid that he will be ignored or shown rudeness towards him. Tell me, is such a unique approach needed? We think the answer is obvious.

No restrictions on learning

Special categories of children are in great need of such help. An example is tutor support for various disabilities: mentally retarded, developmentally delayed, speech impaired, diagnosed with cerebral palsy, etc.

It is not difficult to imagine how such children are given education in regular schools, they feel unnecessary and are embarrassed by their own health problems. But this is not their fault. Here, tutors need to build the learning process based on the characteristics of each child. Tutor support will help such students in the general learning process; specialists will tell them how to interact with their peers, how to gain knowledge and consolidate it. The main task is not to allow these children to feel inferior or limited. This requires not only pedagogical and methodological assistance, but also psychological support.

Children with disabilities

But what about children who move, for example, in a wheelchair? How will they receive their education if they cannot attend school? Tutor support for children with disabilities becomes a real salvation in such cases. The curator helps in providing the necessary literature, provides the necessary information, provides full communication between the student and the teacher, and creates the most expanded opportunities for the child’s self-development and learning. Even if a student goes for treatment or preventative rest to a sanatorium, the mentor still continues to interact with him through various means of communication and does not leave his ward. An important aspect It is also the fact that tutors organize interaction not only in the “student - teacher” system, but also in the “student - classmates” system.

Children with autism

Tutor support for children with autism involves several stages. It is necessary to assess what skills the child has, how he manifests himself in individual lessons and in group classes, teach him to follow social rules, maintain a daily routine and perceive sensory stimuli. Assess how much he can interact with other people, how he responds to requests and whether he seeks help himself. Children with this diagnosis find it more difficult to perceive environment, it is more difficult for them to assimilate educational material, but this is not a reason to deprive them of education. In such cases, tutor support expands its boundaries. The mentor needs to draw up not only a detailed training plan, but also a detailed plan for diagnosing the child’s personality, as well as monitoring changes in the mentee’s behavior throughout the entire process of learning and interaction. Without all these components, the result simply cannot be achieved.

Children with hearing impairments

Studying at school is an important stage in the life of every person. This is where the development and drawing up of a future life model begins, which is why attending school is so important. Tutoring support for children with hearing impairment begins with the introduction of the mentor to his ward. The tutor simply needs to have a conversation with the child’s parents, find out his strengths and weaknesses, and study his specific side of the disease.

Only after this you need to move on to drawing up a plan to accompany the child. The process of interaction itself should be based on the model that the tutor is not the main thing, he only helps the child choose a goal and achieve results. At the same time, the specialist helps to build communication with classmates and teachers. Such a child, as a rule, is not very sociable, and it is difficult for him to be in social environment, but the tutor must help overcome these barriers.

Children at risk

Tutor support for children at risk is a very difficult task. Teachers in schools treat such students with apathy, punish them, scold them, thereby causing even greater deviations in the child. Often the street and dysfunctional friends are blamed for such student behavior. However, often the reasons deviant behavior hide much deeper. Parents independently avoid the educational process or choose an aggressive model of education, which entails bad consequences. Can a young person make the right important decisions on his own? He is simply pushed to demonstrate abnormal behavior. This is a kind of cry for help that needs to be heard. Hear and help. The tutor is the same “lifeline”, acting as a mentor, friend, ally. And such help will definitely be appreciated by a child at risk.

The problem of gifted children

Is tutor support for gifted children pointless? Many people think so. Why need a tutor's help? The answer to this question is very simple: such children, oddly enough, very often encounter misunderstandings from teachers. And instead of creating for the child individual program training, teachers simply overwhelm him with tasks. With this approach, the child’s talents can not only not be developed, but also completely ruined.

Tutor support plays a huge role here. It is necessary not only to establish relationships between students and teachers, but also to support and help develop the child’s gift. After all, if oppression occurs, then where does development come from? If talents are ridiculed, then the desire to be talented disappears. But modern society so badly needs gifted children, their thoughts and discoveries.

Teaching tolerance

Tutor support for children is an important factor. We are already sufficiently convinced of this. The practice of withdrawing children with disabilities from education in special educational institutions not yet fully developed, but quite possible. When studying in regular schools, a double process occurs. Firstly, children with disabilities learn to be and live in society. Secondly, ordinary children learn to interact with people who are not like them, learn to show tolerance, respect and understanding. And in order for such processes to occur without psychological trauma for both some and others, tutor support is created. Only specially trained people with a balanced character and understanding of the problem can act as mentors. It is in this way that it is possible to erase the boundary between unusual and ordinary children, showing that all people are equal and deserve understanding and acceptance by society.

The feasibility of tutoring

Probably, people will be divided into two types: those who consider such a learning process expedient, and those who do not see any particular need for it. However, tutor support not only helps children learn and gain knowledge, but also shows that this process can be interesting. Children are still small people who cannot independently learn tolerance and acceptance of people who are not like them. There is an opinion that it knows no boundaries. But this cruelty is born not from anger, but from ignorance. Tutor support involves communication with your mentee’s classmates. The mentor explains and clarifies the problem, pointing out not the weaknesses, but emphasizing the strengths. Only by knowing the characteristics of the child can one confidently choose the individual education model that is so necessary for children with disabilities.