DOI: 
http://dx.doi.org/10.15293/1813-4718.2004.10
UDC: 
373+376
Gorbunova Anna Yurievna
Кандидат педагогических наук, Cand. Sci. (Pedag.), Assoc. Prof. of the Department of Corrective Pedagogy and Psychology, Institute of Childhood, Novosibirsk State Pedagogical University, augorbunova@yandex.ru, Novosibirsk
Korolkova Olga Olegovna
Кандидат филологических наук, Cand. Sci. (Pedag.), Assoc. Prof. of the Department of Psychology and Pedagogy of the Institute of Natural and Socio-Economic Sciences, Novosibirsk State Pedagogical University, ookorol@mail.ru, Novosibirsk
Tkachenko Elena Sergeevna
Кандидат психологических наук, Cand. Sci. (Psycholog.), Assoc. Prof. of the Department of Corrective Pedagogy and Psychology, Institute of Childhood, Novosibirsk State Pedagogical University, spec-edu@mail.ru, Novosibirsk

Tutor Support Students With Disabilities in an Educational Organization

Abstract: 
Introduction. The problems of this article are associated with the contradiction that is observed in modern general education. It consists in the need to comply with the requirements of regulatory documents on the individualization of the educational process on the one hand and the lack of readiness of management and pedagogical workers to implement this requirement by including tutor practices. The purpose of the article is to summarize the approaches available in the modern scientific and methodological literature to tutor support for students with disabilities as the largest and most specific group of students with special educational needs. Results. The authors present approaches to understanding the factors that determine the specifics of the goals and content of tutor support of various groups of students with HIA, including at different levels of education. Criteria are also defined for the distribution of the duties of the tutor and other pedagogical workers during the education of such students. Conclusion. In conclusion the conclusions are made, that these approaches to tutor activities with students with disabilities, implemented in practice, will increase its effectiveness and, as a result, the effectiveness of education for children with disabilities.
Keywords: 
students with special educational needs, individualization of the educational process, individual educational route, professional standard, specialist in the field of education
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References: 

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