Tutor Support of Learners with Special Educational Needs in Conditions of Inclusive Education 1088
PhD in Psychology, Head of the Research and Methodological Centre of the Institute of Inclusive Education Problems, Moscow State University of Psychology & Education, Moscow, Russia
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.
Keywords: inclusive education, inclusive process, activity approach, tutor, tutor support, special educational needs, disability, limited health abilities
Column: Applied research
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.
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