Организация работы тьютора в инклюзивной образовательной среде

Abstract

В статье рассмотрена система организации работы тьютора в инклюзивной образовательной среде. Дано определение понятия «тьютор». Проанализированы требования к профессиональной и личностной подготовке специалистов, работающих в системе инклюзии. Показаны этапы тьюторского сопровождения ребенка с ограниченными возможностями здоровья в образовательной организации, а также факторы, влияющие на успешность этого сопровождения. Рассмотрена модель двухуровневого сопровождения детей с ограниченными возможностями здоровья в инклюзивном образовании Центрально-Черноземного региона.

The paper analyzes the system of inclusive education in the Russian Federation. Organization of tutor’s work in an inclusive educational environment is considered. The definition of the concept «tutor» is given. The requirements for professional and personal training of the professionals working in the system of inclusion are analyzed. They include: presentation and understanding of what inclusive education is and how it differs from traditional forms of education – knowledge of psychological patterns and characteristics of age and personal development of the child; analyzing skills of communication and interaction of the child with special needs and social environment – an ability to implement different ways of pedagogical interaction between all the actors of the educational environment (students individually and in groups, parents, teachers, professionals, managers). The steps of a tutor’s support of a child with disabilities in educational organizations as well as factors affecting the success of this support are shown. We consider a model of two-level support for children with disabilities in inclusive education of Central Black Earth region. First level – support student tutors (assistant), whose main task is to provide physical support to the child and help to feel confident in the space as well as to carry out teaching and educational work. The work of tutors can be performed by a trained social worker or a teacher, a parent. The second level is a constant psychological and educational support of a specialist trainee (tutor) having appropriate professional qualifications, competent in dealing with the specific form of developmental disorders. The author concludes that the success of tutor’s work depends on the following factors: psychological readiness of the administration and staff of educational organization to inclusion, understanding its basic values and agreement with them; availability of required specialists or arrangements about psychological-pedagogical support for children with disabilities of the specialists of the Resource centers, Centers of psychological and pedagogical development and correction, psychological centers; availability of special conditions for training and education of children with disabilities.