Skip to Main Content

Clinical Psychology and Special Education
2021. Vol. 10, no. 2, 165–182
doi:10.17759/cpse.2021100210
ISSN: 2304-0394 (online)

Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education

2679

E.V. Samsonova, Y.V. Mel’nik, I.V. Karpenkova

PDF (RUS)
Online translation in english
GS
Information
in Google Scholar

Abstract

Authors of the study analyze key characteristics of tutor support for students with special educational needs in the context of inclusive education. An activity model of tutor support based on the analysis of foreign and domestic research is proposed. The main goal of presented model is to create conditions for the development of active position of the individual. Individual cases of tutor support for students with autism spectrum disorders and behavioral and mental characteristics that determine various difficulties of their inclusion in the educational process are considered in the article. Due to the mentioned aspects, the problem of tutor support is actualized. Case analysis shows the relevance of a tutor's work within the framework of an activity-based approach to provide conditions for the development of a conscious involvement of students in the educational process as well as the development of an active position. Present situation requires additional research.

General Information

Keywords: inclusive education, inclusive process, activity approach, tutor, tutor support, special educational needs, disability, limited health abilities

Journal rubric: Applied Research

Article type: scientific article

DOI: https://doi.org/10.17759/cpse.2021100210

Funding. The article was prepared as part of the implementation of socially significant events of the Ministry of Education of the Russian Federation (ministerial order № 272), dated May, 26, 2021 on the holding of the VI International Scientific and Practical Conference "Inclusive Education and Society: Strategies, Practices, Resources"

Acknowledgements. The authors are grateful to O.N. Malakhova for her help in collecting data for the study.

For citation: Samsonova E.V., Mel’nik Y.V., Karpenkova I.V. Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education [Elektronnyi resurs]. Klinicheskaia i spetsial'naia psikhologiia = Clinical Psychology and Special Education, 2021. Vol. 10, no. 2, pp. 165–182. DOI: 10.17759/cpse.2021100210. (In Russ., аbstr. in Engl.)

References

  1. Alekhina S.V., Mel'nik Yu.V., Samsonova E.V. Ekspertnaya otsenka parametrov inklyuzivnogo protsessa v obrazovanii [Expert assessment of the parameters of the inclusive process in education]. In S.V. Alekhina et al. Klinicheskaya i spetsial'naya psikhologiya=Clinical Psychology and Special Education, 2020, vol. 9, no. 2, pp. 62–78. DOI: 10.17759/cpse.2020090203 (In Russ., аbstr. in Engl.).
  2. Vaganova O.I., Ilyashenko L.K. Osnovnye napravleniya realizatsii tekhnologii studentotsentrirovannogo obucheniya v vuze [The main directions of the implementation of student-centered teaching technologies in the university]. Vestnik Mininskogo universiteta=Bulletin of the Minin University, 2018, vol. 6, no. 3 (24), pp. 2–25. DOI: 10.26795/2307-1281-2018-6-3-2 (In Russ., аbstr. in Engl.).
  3. Ekzhanova E.A., Reznikova E.V. Model' pedagogicheskogo soprovozhdeniya pedagogom-t'yutorom detei s ogranichennymi vozmozhnostyami zdorov'ya v usloviyakh integrirovannogo obucheniya [Model of pedagogical support by a teacher-tutor of children with disabilities in the conditions of integrated education]. Spetsial'noe obrazovanie=Special Education, 2018, no. 4 (52), pp. 21–40. DOI: 10.26170/sp18-04-02 (In Russ., аbstr. in Engl.).
  4. Zaretskii V.K., Zaretskii Yu.V. Sub"ektnaya pozitsiya rebenka v preodolenii uchebnykh trudnostei (sluchai iz praktiki) [The child's subjective position in overcoming learning difficulties (case from practice)]. Konsul'tativnaya psikhologiya i psikhoterapiya=Counseling Psychology and Psychotherapy, 2012, vol. 20, no, 2, pp. 110–133. URL: https://psyjournals.ru/mpj/2012/n2/57182_full.shtml (Accessed 18.02.2021) (In Russ.).
  5. Kovaleva T.M. Sozdanie obrazovatel'nykh situatsii v rabote t'yutora i formirovanie self skills [Creation of educational situations in the work of a tutor and the formation of self skills]. In T.M. Kovaleva, A.A. Terov (eds.), T'yutorstvo v otkrytom obrazovatel'nom prostranstve: obrazovatel'naya situatsiya i t'yutorskaya deyatel'nost'. Materialy XII Mezhdunarodnoi nauchno-prakticheskoi konferentsii=Tutoring in an open educational space: educational situation and tutoring activities. Materials of the XII International scientific and practical conference. Moscow: MSPU, 2019, pp. 11–16. URL: https://elibrary.ru/download /elibrary_41542175_51117379.pdf (Accessed 19.02.2021) (In Russ., аbstr. in Engl.).
  6. Kovaleva T.M., Klimova T.A., Lazareva L.I. Lichnostno-resursnoe kartirovanie kak sredstvo raboty t'yutora. I ne tol'ko...: kollektivnaya monografiya [Personal resource mapping as a means of a tutor's work. And not only ... Collective monograph]. Moscow: Resurs, 2018. 104 p. (In Russ.).
  7. Tekhnologii razrabotki individual'nogo obrazovatel'nogo marshruta dlya obuchayushchikhsya s ogranichennymi vozmozhnostyami zdorov'ya: metodicheskie rekomendatsii [Technologies for the development of an individual educational route for students with disabilities. Guidelines]. E.V. Samsonova (ed.). Moscow: MSUPE, 2020. 192 p. URL: http://www.psychlib.ru/inc/absid.php?absid=396645 (Accessed 12.03.2021) (In Russ., аbstr. in Engl.).
  8. T'yutorskoe soprovozhdenie detei s ogranichennymi vozmozhnostyami zdorov'ya v usloviyakh inklyuzivnogo obrazovaniya: metodicheskoe posobie [Tutor support for children with disabilities in inclusive education. Methodological guide]. E.V. Samsonova (ed.). Moscow: MSUPE, 2017. 173 p. URL: http://www.psychlib.ru/inc/absid.php?absid =371369 (Accessed 12.03.2021) (In Russ., аbstr. in Engl.).
  9. Farber B.S., Malyutin B.I. Metod obrazov dlya razvitiya myshleniya [The method of images for the development of thinking]. In T.M. Kovaleva, A.A. Terov (eds.), T'yutorstvo v otkrytom obrazovatel'nom prostranstve: obrazovatel'naya situatsiya i t'yutorskaya deyatel'nost': materialy XII Mezhdunarodnoi nauchno-prakticheskoi konferentsii=Tutoring in an open educational space: educational situation and tutoring activities. Materials of the XII International scientific and practical conference. Moscow: MSPU, 2019, pp. 151–187. URL: https://elibrary.ru/download/elibrary_41542175_51117379.pdf (Accessed 26.02.2021) (In Russ., аbstr. in Engl.).
  10. Alekhina S.V., Samsonova E.V., Yudina T.A. The foundation of an inclusive paradigm for contemporary education. Specialusis ugdymas=Special Education, 2018, vol. 1, no. 38, pp. 47–60. DOI: 10.21277/se.v1i38.366
  11. Alzahrani T., Leko M. The effects of peer tutoring on the reading comprehension performance of secondary students with disabilities: a systematic review. Reading & Writing Quarterly, 2018, vol. 34, no. 1, pp. 1–17. DOI: 10.1080/10573569.2017.1302372
  12. Channing J., Okada N.C. Supplemental instruction and embedded tutoring program assessment: problems and opportunities. Community College Journal of Research and Practice, 2020, vol. 44, no. 4, pp. 241–247. DOI: 10.1080/10668926.2019.1575777
  13. Craig B. Collaboration in special education: bringing shalom to the individual education program meeting. In H. Lee, P. Kaak (eds.), The Pedagogy of Shalom Theory and Contemporary Issues of a Faith-Based Education. Singapore: Springer Nature Singapore Pte Ltd., 2017, pp. 143–155. DOI: 10.1007/978-981-10-2987-5_11
  14. Cureton D., Gravestock P. Supporting students’ learning: the power of the student–teacher relationship. In M. Shah, J. McKay (eds.), Achieving Equity and Quality in Higher Education: Global Perspectives in an Era of Widening Participation. Switzerland: Springer Nature Switzerland AG, 2018, pp. 51–72.
  15. Grey D., Osborne C. Perceptions and principles of personal tutoring. Journal of Further and Higher Education, 2020, vol. 44, no. 3, pp. 285–299. DOI: 10.1080/ 0309877X.2018.1536258
  16. Hrastinski S. Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics. In S. Hrastinski et al. (eds.), Interactive Learning Environments, 2019, no. 1, pp. 1–13. DOI: 10.1080/ 10494820.2019.1583674
  17. Lee H.-J., Hong Y., Choi H. Perceptions of tutoring roles and psychological distance among instructors, tutors and students at a Korean university. Higher Education Research & Development, 2017, vol. 36, no. 1, pp. 143–157. DOI: 10.1080/ 07294360.2016.1177811
  18. Monjelat N., Méndez L., Lacasa P. Becoming a tutor: student scaffolding in
    a game-based classroom. Technology, Pedagogy and Education, 2017, vol. 26, no. 3,
    pp. 265–282. DOI: 10.1080/1475939X.2016.1210538
  19. Mtawa N.N. Human development and community engagement through service-learning: the capability approach and public good in education. Switzerland: Springer Nature Switzerland AG, 2019. 263 p. URL: https://www.springer.com/gp/book/ 9783030347277 (Accessed 10.02.2021).
  20. Narciss S. Conditions and effects of feedback viewed through the lens of the interactive tutoring feedback model. In D. Carless et al. (eds.), Scaling up Assessment for Learning in Higher Education. Singapore: Springer Nature Singapore Pte Ltd., 2017,
    рр. 173–181. DOI: 10.1007/978-981-10-3045-1_12
  21. Orsmond P., Merry S. Tutors’ assessment practices and students’ situated learning in higher education: chalk and cheese. Assessment & Evaluation in Higher Education, 2017, vol. 42, no. 2, pp. 289–303. DOI: 10.1080/02602938.2015.1103366
  22. Royer D.J. My IEP: a student-directed individualized education program model. Exceptionality, 2017, vol. 25, no. 4, pp. 235–252. DOI: 10.1080/09362835.2016.1216850
  23. Tal-Saban M., Weintraub N. Effectiveness of the community-academia student tutoring (CAST) program in enhancing students’ practice placement readiness. British Journal of Occupational Therapy, 2019, vol. 82, no. 4, pp. 220–226. DOI: 10.1177/ 0308022618800179
  24. Topping K.J. A theoretical model of intergenerational tutoring. Journal of Intergenerational Relationships, 2020, vol. 18, no. 1, pp. 88–105. DOI: 10.1080/ 15350770.2019.1646182.

Information About the Authors

Elena V. Samsonova, PhD in Psychology, Leading Researcher of the Federal Center for the Development of Inclusive General and Additional Education, head of the master's program "Tutor support in inclusive education", Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8961-1438, e-mail: samsonovaev@mgppu.ru

Yulia V. Mel’nik, PhD in Education, Senior Researcher of Scientific and Methodological Center of the Institute of Inclusive Education Problems, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-5851-3226, e-mail: melnik_stav@mail.ru

Inna V. Karpenkova, PhD in Sociology, Senior Researcher of Scientific and Methodological Center, Institute of Inclusive Education Problems, Moscow State University of Psychology & Education, Moscow, Russia, ORCID: https://orcid.org/0000-0001-8725-9944, e-mail: innet_karp@mail.ru

Metrics

Views

Total: 1627
Previous month: 96
Current month: 54

Downloads

Total: 2679
Previous month: 126
Current month: 77