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, developing the ability of healthy children to empathize and provide support to 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 for 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 entering secondary 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 of the Interregional Tutor Association, headed by T.M. Kovaleva.

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 of 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, 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 keeping up with the general education program. These are the characteristics of a tutor for an ordinary student. The general principles of tutoring should be preserved 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 collaboration with teachers, specialists and parents, a tutor can create a favorable environment for a child for successful learning 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 the age and personal development of a 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 methods of 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 each specific case, the conditions necessary for the successful education of children with special needs will be different. 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

There are general stages of individual support:

collecting information about the child;

analysis of the information received and own observations;

jointly with other specialists, developing recommendations and drawing up an individual educational plan for working with the 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, and the 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 teaching aids 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 ward to communicate with other children (during recess, walks, in the dining room, at holidays, class 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.

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; 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.

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.

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 of the 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, and primary 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 can be a consequence of deafness in the absence of special training. 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 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 of general patterns that manifest themselves in the majority of 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 of the educational process in connection with taking into account developmental characteristics:

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. in a 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 at a very early age can lead to a delay in the development of speech, to its defective development - and at the same time, a 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 a kindergarten, a special institution or at home, if he is early provided with sound-amplifying equipment, taught to read lips, corrects mistakes he makes in speech, and conducts conversations in 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; When making 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. Additional work is required to clarify and deepen 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 of ordinary children and children with hearing impairment, and therefore they 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 development of positive self-esteem and 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 activities.

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 recording, it is better to use colored markers for the most important points in the material being recorded.

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.

If your child has increased or decreased muscle tone, it is important 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 the visible developmental delay, children in preschool age are often indistinguishable from healthy ones: they are able to learn communication and self-care skills, the delay in sensorimotor development 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 the domestic literature, the terms “delayed rate of mental development” and “mental retardation” (MDD), proposed by G.E., are common. Sukhareva. Conditions classified as mental retardation are part of 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 tasks; 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)

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).

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.

Violations of attention are manifested in difficulties in maintaining it (the child is not collected, cannot independently complete the task), increased selectivity of attention (unable to concentrate 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 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)

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.

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 the 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 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 subsequently, 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, the division of responsibility between parents and the 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/

Distance 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 an effective individualization practice. 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. To carry out educational tasks, uses techniques, methods and teaching aids that are 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 of methodological topics, holding 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 training.

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 the work of 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. The amount of teaching load established at the beginning of the academic year 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 perform or improper performance of duties 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 education of children with different abilities in a regular classroom is, first of all, a humanistic path to the development of our society and the education of the 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 a 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”, the Model Regulations on a General Educational Institution, 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 the child’s personal, cognitive, emotional, creative development, development of the child’s 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 by job descriptions, tariff and qualification characteristics (requirements) for positions of employees of educational institutions and other necessary documents.

7. Tutor documentation

Tutor documentation includes:

– work plan for the year, quarter

– child’s individual card (or IEP);

– observation diary.

Organization of tutor support for children with disabilities

in an inclusive practice

Inclusive education is the process of development of general education, which implies the accessibility of education for all, in terms of adaptation to the different needs of all children, which ensures access to education for children with special needs.

Today, children with special needs do not necessarily need to study in special institutions; on the contrary, they can receive a better education and better adapt to life in a regular school. This will allow healthy children to develop tolerance and responsibility.

Inclusive, or included, education is a term used to describe the process of teaching children with special needs in mainstream (mainstream) schools.

The conceptual approach underlying the idea of ​​inclusion is that a child with special needs has the inalienable right to study with his friends and peers in the same educational system and is equal in rights to an ordinary child. At its core, inclusive education means a complex and finely tuned system that provides appropriate attention and approach to the abilities and problems of the child being included, to understanding his character, personality and changing needs, to understanding the essence of the disorders and to planning the correct inclusion that will allow the child to develop and open up. there are new opportunities before him. It is not the child who must prepare for inclusion in the education system, but the system itself must be ready to include any child. After all, the harmonious development of a child depends on the interaction of a number of participants: the child himself, his family, the inclusive educational environment, the director and teaching staff of the school, the head of inclusion and the tutor. They are all partners working together, because every detail is important to create a common mosaic - successful inclusion.

Eight principles of inclusive education:

A person's worth does not depend on his abilities and achievements;

Every person is capable of feeling and thinking;

Every person has the right to communicate and to be heard;

All people need each other;

True education can only take place in the context of real relationships;

All people need the support and friendship of their peers;

For all learners, making progress is more likely to be in what they can do than in what they cannot;

Variety enhances all aspects of a person's life.

When implementing inclusive education, the staff of a general education institution faces the following tasks:

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

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

Psychological support of adequate and effective educational programs;

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

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.” In inclusive education, such specialists are currently also called support teachers, adapters, curators , released class teacher, supporter.

One of the most important conditions for the transition to an inclusive form of education and its success is the system of accompaniment and support for children with disabilities. The profession of a tutor takes on special significance here.

The concept of tutoring came to Russia from Great Britain, where tutoring is a historically established special pedagogical position that ensures the development of Individual educational programs for pupils and 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 entering secondary school, and then helps him lead projects at the university.

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

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.

Tutor is:

Mentor;

Intermediary;

A person who will teach you how to solve problems independently (translate them into tasks);

A position that accompanies and supports the process of self-education, individual educational search;

A culture formed in history parallel to the culture of teaching and learning;

Contents and specifics of the tutor’s activities is determined by many factors, including:

Specifics of child development disorders;

The level of his activity;

The degree of readiness of the institution for inclusive education, the stage of the educational institution’s involvement in the development of inclusive practices;

The degree of preparedness of the teaching staff, the possibility of additional education;

The degree of interest in the correctional process of parents;

The level of professional competence of the specialist himself.

Success of tutoring activities depends on many factors:

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

Availability of the 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, PPMS centers;

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

Currently, in our country, the specialty “tutor” is included in the register of professions, the qualifications and other characteristics of this specialist are determined (The latest version of the order was registered with the Ministry of Justice of the Russian Federation on October 6, 2010 (No. 18638), changes concern only the execution of the order

Prikaz. On approval of the unified qualification reference book for positions of managers, specialists and employees, section “Qualification characteristics of positions for education workers” Ministry of Health and Social Development of the Russian Federation.

List of sources used:

1. Bunch G. Inclusive education. How to succeed? Basic strategic approaches to working in an integrative classroom/– M.: Prometheus, 2005.

2. Berkovich M. - Not a scary world - Session, 2009

3. Bitova A.L. - Special child: research and experience of assistance, problems of integration and socialization. M., 2000

4. Erzhakova E.A. Reznikova E.V. “Fundamentals of integrated learning” M. - 2008

5. V.Yu.Ivanova, A.Yu.Pastorova Children with normal development in integration groups. -http://efaspb.narod.ru/matelials.htm

6. Karpenkova I.V. “Tutor in an inclusive school”: accompanying a child with special needs. From work experience, - M., TsPPRiK "Tverskoy", 2010

7. Sartan M. “On the development of a system of psychological, pedagogical, medical and social assistance to students in the context of the tasks of modernizing Russian education.” M. - 2013

8. Sokolova V.R. “Other” children” // New environment. – 2006. - No. 9.

9. Yunina V.V. “The educational environment of a special (correctional) educational institution as a condition for the socialization of children with disabilities”: dissertation St. Petersburg, 2009

10. Materials on inclusive education SRC: “Inclusive education” issues 1-4:

11. Center for Psychological and Pedagogical Rehabilitation “Yasenevo” http://center-

yasenevo.mosuzedu.ru/

12. Dolgova L.M. - Tutoring in the aspect of educational effectiveness - Tutoring: ideology, projects, educational practice, 2004 - http://thetutor.ru/pro/articles02.html

13. (Karpenkova I.V. Tutor in an inclusive school. Accompanying a child with developmental disabilities: Methodological manual / Edited by M.L. Semenovich. - M.: Terevinf, 2010).

14. Kovaleva T.M. - Practice of working with the process of individualization (analysis of local practices) // School and open education: concepts and practices of OGKOU “PMSS Center” Tomsk 2014

15. Kovaleva T.M. - On the possible relationship between the system of developmental education and pedagogy of development // Pedagogy of development: plans, achievements, possibilities. - Krasnoyarsk, 2002.

16. Fundamentals of a tutor’s activities: Educational and methodological manual / Under scientific. ed. S.A. Shchennikova, A.G. Teslinova, A.G. Chernyavskaya. In 9 books. – Zhukovsky: MIM LINK, 2002.

17. The idea of ​​tutoring is the idea of ​​pedagogical search: (Identification of the space of positing) / N.V. Rybalkina // Tutoring: idea and ideology. - Tomsk, 1996

18. Tutoring as a new profession in education: Collection of methodological materials/Rep. edited by Mukha N.V., Ryazanova A.G. – Tomsk: “Hang Glider”, 2001.

Extracurricular activities

Psychology and pedagogy

Tutor support for children with disabilities

Tutor support for children with disabilities is a necessary part of inclusive education. A tutor (tutor, English mentor, guardian) is a specialist who personally accompanies the educational activities of a “special” child and helps him successfully enter the school environment. As a result of the tutor’s work, a child with disabilities gets the opportunity to have a high educational level and successfully develop in society.

Tutor goals and objectives

The tutor’s goal is to successfully include a child with disabilities into the environment of a general education school, design the student’s educational route and participate in its implementation.

Tutor tasks:

1. Ensure the child has a comfortable stay at school.

Help parents choose a school and enroll in it, including paperwork (private tutoring).

Organize a workplace and resting place for the child in the classroom and school: a student’s desk in the classroom and a tutor’s place, paper and electronic educational materials, lighting, special sensory accessories, a room for individual lessons.

Organize the school space in accordance with the real capabilities of the “special” student: navigation around the school with signs, markings, text signs, pictogram cards, ramps.

Provide your child with a special school regime.

Collaborate with the school teaching staff, parents, and classmates to create a comfortable psychological atmosphere.

2. Ensure the child’s socialization.

Help a child with disabilities become part of the class team, establish and maintain friendly relationships with peers.

Help healthy children accept a “special” classmate, help him and be friends with him.

3. Ensure that the child masters the general education program.

Adapt programs and educational material based on the child’s zones of proximal development, his mental, physical characteristics and resources.

Adjust the educational route depending on the child’s developmental progress.

Overcome learning difficulties together with your child.

Bring together all specialists (teachers, psychologists, speech pathologists, speech therapists, head teachers) and parents into a single system to implement the educational route.

Tutor functions

Tutor staying with the child throughout the school day

Correctly and clearly helps the student integrate into the educational process.

Supports the student in a new, unusual, constantly changing situation.

Keeps a diary of observations.

Assists the teacher in such a way that the education of a child with disabilities does not affect the quality of education of the entire class.

Character traits necessary for a tutor to perform his functions: patience and communication skills, the ability to build competent, very tactful relationships.

This edition includes the bestsellers of Professor Yu. B. Gippenreiter “Communicate with a child. How?”, “We continue to communicate with the child. So?" and the anthology “For Parents: How to Be a Child” - books that have revolutionized the field of education and continue to inspire parents. The author examines in detail the educational norms that have existed in our culture for many decades - and shows why they have lost their effectiveness. Yulia Borisovna proves that relationships can always be improved not only with kids, but also with difficult teenagers - by learning to communicate differently. And gives step-by-step instructions on how to do it.

Communication with school

A tutor is either provided by the school by decision of the PMPC and is a member of its team, or is hired by parents. Then the educational institution enters into a volunteer work agreement with him.

In order for children with disabilities to successfully participate and be realized in the educational process, the tutor must adhere to the following principles of communication with the school

1. Openness. Going beyond the standard program and using all cultural and social resources, agreed with the teacher, including museums, houses of science and creativity, etc.

2. Variability. Using all available school resources (clubs, sections, library, additional classes) and creating new ones: “Room of Silence” for children with ASD, “Room with a trampoline” for hyperactive students.

3. Continuity. Children with disabilities require constant consistent support in school at all age stages, but with changes in the content of the work. First grade - accompaniment during all lessons and breaks. Further, depending on the child’s success, assistance in written subjects and in resolving conflict situations in the classroom. In high school - participation in the preparation of educational and research projects and in career guidance.

4. Individual approach. Choosing the most convenient forms, pace and methods of learning. A unified system of communication between a tutor and a teacher with a student, depending on his leading system of perception: visual, auditory, kinesthetic. For example, a child with a problem with fine motor skills writes an example on the board not with chalk, but with a sponge and solves it before the water dries.

5. Individualization. Acceptance and adherence to the child’s individual priorities together with the teacher. Teaching what is most important to this child right now. So, in a geography lesson, all children read out reports about the nature of the North, and a “special” child shows a selection of bright videos about the folk traditions of the region. Or if there is strong antipathy between the child and the subject teacher, the tutor offers a remote option.

Not all teachers are psychologically ready to accept a tutor. For some, the presence of another specialist in lessons subconsciously evokes negative emotions. Others contact the “special” student exclusively through a tutor. But as soon as the teacher realizes that the tutor is an additional professional resource and partner, the process of interaction begins.

General educational goals and objectives are set, taking into account the child’s character and behavioral reactions. Ways to overcome difficulties are outlined. Technical problems are solved: which lessons need a tutor and which ones don’t. Or when a tutor can leave the mentee for several lessons and work in another class (if the specialist has several tutors). As a result, by effectively collaborating with the teacher and forming in the child an understanding of the main role of the teacher in learning, the tutor becomes a link between the student and the school.

A new book by a famous family psychologist, winner of the Russian Presidential Prize in the field of education, author of the bestsellers “What to do if ...” and “What to do if ... 2” is addressed to parents of children and adolescents with behavioral characteristics. The publication will help you find a common language with your child, navigate difficult situations and conflicts, get out of them with dignity, maintain patience, restore understanding and peace in the family. Children don't listen to their parents about how much this world is worth. In an attempt to teach a “careless child” how to “behave”, responsible parents arm themselves with the latest psychological “tricks”, learn modern techniques for sitting on buckwheat, and children in response only become more and more irritable and disobedient. What hinders us in our relationship with a child, and what prevents him from behaving better? Lyudmila Petranovskaya’s new book will be useful to parents who are desperate to find a common language with their children. You will be able to learn how to navigate difficult situations, resolve conflicts and come out of them with dignity. The book will help maintain patience, restore understanding and peace in the family.

Communication with parents.

Helps to understand and accept the child’s individuality and, based on it, choose an individual learning strategy.

Together with parents, the child develops a positive attitude towards himself and self-confidence.

Tells parents how the school day went, what difficulties the child encountered and how he overcame them.

Discusses his notes in the observation diary with his parents.

Together with parents, she supervises homework.

Organizes joint visits (child-tutor-parent) to individual correctional classes with a psychologist and defectologist.

Together with parents, he consults with subject teachers.

Introduces parents to the child's classmates.

Helps to establish communication with the parent team of the class.

Communication with the child

A tutor meets a child at school, helps him undress, and leads him to class.

Draws attention to the teacher: “Look at Anna Ivanovna.” "Listen". "Look at the board." “Open your textbook.” “Write the word...”

Uses hand-in-hand writing.

Measures the study load, determining when to stop and switch to a new task. Selects more accessible tasks to complete.

Monitors the physical and emotional state: applies acupressure massage to the fingers, earlobes, takes them to the playroom and conducts an adaptive physical exercise class there.

At recess

Observes the children’s communication and connects the tutor to it.

While communicating with classmates, he teaches the child to build a dialogue, make a request, and thank him.

Helps the child resolve conflicts.

Answers tactless questions from children using an algorithm: “When he was little, he got sick.... It’s difficult for him (which is difficult).... But otherwise Sasha is the same as everyone else. He loves....He likes....He is interested...”

The main thing for a tutor is to have a trusting and emotional relationship with the tutor, to be his guide, protector, assistant, expresser of desires.

As a result of tutor support in inclusive education, educational motives and interests are identified and developed in children with disabilities. Children are included in school life and successfully complete their educational journey. This means that the “tutor” profession is fulfilling its mission.

The book-guide presents a holistic, comprehensive system for studying and overcoming speech disorders at different ages. This book is necessary for speech therapists, defectologists, educators and teachers of various correctional institutions, specialists studying speech problems, students of defectology departments, parents of children with normal development and disabilities.

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.

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“Tutor support for children with disabilities in a secondary school in the conditions of inclusive education” Prepared by: teacher-speech therapist MAOU “Gymnasium No. 6” Natalya Viktorovna Mashkina Municipal autonomous educational institution “Gymnasium No. 6” in the city of Gubkin, Belgorod region

Tutor (English tutor - mentor, guardian; Lat. tueor - I observe, I care) is a new specialty in our education. A tutor is a mentor, a mediator, a person who will teach you how to solve problems independently (translate them into tasks).

Goals and objectives in the work of a tutor Creation of comfortable conditions for being at school; specific assistance and organization of access to school, to class; organization of a workplace, recreation area and other places where a child with disabilities visits; special regime, temporary organization of the educational environment in accordance with the real capabilities of the child. Working with the teaching staff, parents, students in order to create a unified psychologically comfortable educational environment. Socialization is the inclusion of a child among his peers, in the life of the class, school, and the formation of positive interpersonal relationships in the team. 3. Assistance in mastering relevant general education programs, overcoming learning difficulties. If necessary, adaptation of the program and educational material, based on the child’s zones of proximal development, his resources, taking into account individual physical and mental characteristics. 4. Organization, if necessary, of support by other specialists. Ensuring continuity and consistency of different specialists in working with the child.

The main areas of work of a tutor Tutor and ward Tutor and class teacher(s) Tutor and other children Tutor and parents

The tutor and mentee form a trusting and emotionally rich relationship with the mentee, at the beginning of work becomes a “guide”, protector, expresser of desires and at the same time – an organizing and harmonizing force; monitors the child’s condition – emotionally (helps resolve conflict situations, calms, inspires, etc.) and physical (if the ward needs to rest, he can take him out of the classroom to the playroom; makes sure that the child is not hungry, and, if necessary, helps to go to the toilet); coordinates the student’s overall activities and manages the academic load.

The tutor and teacher(s) of the class discuss with the teacher: the goals and objectives of their work; possible difficulties (extraneous noise during negotiations between the tutor and the mentee), leaving the lesson and returning, character traits and specific behavioral manifestations of the child; how to most effectively build interaction in a trio: child – teacher – tutor.

The tutor and other children monitor what is happening in the children's group - what the children talk about, what they play; explains to children how to communicate with their classmate; if the topic of conversation concerns the characteristics of the ward, he answers questions.

The tutor and parents tell the ward’s parents about how the day went, what was successful, what difficulties there were; answers parents' questions.

The content and specifics of the tutor’s activities are the specifics of the child’s developmental disorders; - child’s activity level; - the degree of readiness of the institution for inclusive education, the stage of inclusion of the educational institution in the work on the development of inclusive practice; - the degree of preparedness of the teaching staff, the possibility of additional education; - degree of interest in the correction process of parents; - the level of professional competence of the specialist himself.

Factors for the success of tutoring activities are the psychological readiness of the administration and staff of the educational institution for inclusion, understanding of the basic values, inclusive activities, agreement with them; - availability of the 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, and PPMS centers; - availability of special conditions for the education and upbringing of children with disabilities.

It must be remembered that the tutor’s direct participation in the child’s life should gradually decrease as his independence develops, giving way to communication with peers and interaction with teachers.

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“Tutor support for children with disabilities

in a comprehensive school in the context of inclusive education"

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

Tutoring – practice focused on the construction and implementation of a personal educational strategy, taking into account: a person’s personal potential, educational and social infrastructure and the tasks of the main activity. 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. At the first stages of education, a tutor acts as a guide for the child into the educational space of the school. A tutor is a mentor, a mediator, a person who will teach you how to solve problems independently (translate them into tasks).

Inclusive, or included, education is a term used to describe the process of teaching children with special needs in mainstream (mainstream) schools. Inclusive education is based on an ideology that excludes any discrimination against children, ensures equal treatment of all people, but creates special conditions for children with special educational needs. Inclusive education is the process of development of general education, which implies the accessibility of education for all, in terms of adaptation to the different needs of all children, which ensures access to education for children with special needs.

Goals and objectives in the work of a tutor

The goal of a tutor is to successfully integrate a child with disabilities into the environment of a general education institution. To achieve this goal, it is necessary to solve many problems.

1. Creating comfortable conditions for being at school: specific assistance and organization of access to school, to class; organization of a workplace, recreation area and other places where a child with disabilities visits; special regime, temporary organization of the educational environment in accordance with the real capabilities of the child. Working with the teaching staff, parents, students in order to create a unified psychologically comfortable educational environment.

2. Socialization - inclusion of the child among his peers, in the life of the class, school, the formation of positive interpersonal relationships in the team.

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

4. Organization, if necessary, of support by other specialists. Ensuring continuity and consistency of different specialists in working with the child.

The main directions of a tutor’s work in organizing conditions for the formation of harmonious relations between the student and the school community

Tutor and mentee:the tutor forms a trusting and emotionally rich relationship with the mentee, at the beginning of the work he becomes a “guide”, a protector, an exponent 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 classroom to the playroom; makes sure that the child is not hungry, helps him go to the toilet if necessary); coordinates the student’s overall activities and manages the academic load.

Tutor and class teacher(s):the tutor discusses with the teacher: the goals and objectives of his work; possible difficulties (extraneous noise during negotiations between the tutor and the mentee), leaving the lesson 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:the tutor monitors what is happening in the children's group - what the children talk about, what they play; explains to children how to communicate with their classmate; if the topic of conversation concerns the characteristics of the ward, he answers questions.

Tutor and parents:the tutor tells the mentee’s parents about how the day went, what was successful, what difficulties there were; answers parents' questions.

A picture of the relationship between a child with developmental disabilities

in the school system and the role of the tutor in this process.

Child with disabilities and teacher	For this tutor:
The child listens to the teacher and follows his instructions	attracts the child’s attention to the teacher: “Look at ..... (teacher’s name), listen...”; “Look at the board”; “Take a pen, write”; “Open the textbook”; “Open your diary”, etc.
Child with disabilities and tutor	For this tutor:
	monitors the organization of the student’s workspace; correlates the teacher’s tasks with the student’s capabilities; if the child does not have time to complete the task completely, he determines the right moment when he should stop and switch to a new task; If a common task for all children is difficult for the child to understand, then he continues working with the ward on the previous task. Note . If it is difficult for the tutor to decide at what point it is correct to switch, then you need to ask the teacher about it.
A child with disabilities and other students	For this tutor:
The child, on his own initiative, communicates with them, responds to other students’ calls to him	observes the context of children’s communication and at appropriate moments involves the ward in the communication. For example, a neighbor at a desk asks a child for an eraser, but he does not respond. The tutor organizes a dialogue between the students: “Please give me the eraser” - “Here” - “Thank you... Here, take it back.”
Child with disabilities and parents	For this tutor:
The child says goodbye to his parents before the start of classes, after lessons - meets parents and says goodbye to tutor	helps the ward in communicating with his parents in the school setting - helps to tell what happened at school, introduce them to friends, etc. The child can exchange a few phrases with the parents of other children.

For the tutor to work successfully, he is required to conduct the following documentation:

• Recommendations from specialists for working with a child with disabilities.
• Diary of observations of a child.

A diary is a form of reporting that allows you to record observations and track the dynamics of a child’s development.

Specifics of child development disorders;

The level of his activity;

The degree of readiness of the institution for inclusive education, the stage of the educational institution’s involvement in the development of inclusive practices;

The degree of preparedness of the teaching staff, the possibility of additional education;

The degree of interest in the correctional process of parents;

The level of professional competence of the specialist himself.

Success of tutoring activitiesdepends on many factors:

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

Availability of the 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, PPMS centers;

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

It must be remembered that the tutor’s direct participation in the child’s life should gradually decrease as his independence develops, giving way to communication with peers and interaction with teachers.

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

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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.

Currently he 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.