Keyword: «tutor»

This article is devoted to the problems faced by students with disabilities in the educational environment in the framework of modern society. The number of children with disabilities is constantly increasing. The relevance of this topic is due to the fact that such children regularly face various kinds of problems, starting with the lack of awareness about legislative acts and public organizations, ending with the psychological climate in the family. The task of a teacher working with this category of students is to provide high-quality psychological and pedagogical support for the child throughout the entire learning process.

The proposed article substantiates the special role of the tutor in building communication skills of primary school children with autism spectrum disorders (ASD). The theoretical and methodological basis of the study were: conceptual tenets of studies revealing the basics of tutor support for children with autism spectrum disorders in inclusive education; theoretical and empirical studies revealing the specific aspects of the communicative sphere of children with autistic disorders; research works revealing the features, technologies, forms and methods of building communicative skills and abilities in children of preschool and primary school age. The purpose of the study is to analyze the activity of a tutor in building communication skills of primary school students with ASD and to highlight its organizational and methodological specific aspects in the process of learning activity based on the technology "Color mode of support". The author describes the use of the technology of support individualization "Color mode of support" in the learning activities of students with autism spectrum disorders as well as the results of the development of methodological tools for the implementation of the tutor's activity to build communication skills of children with ASD in an inclusive school from the perspective of modern approaches to teaching and socialization of children with disabilities, in particular, children with autism spectrum disorders. In addition, this article describes the conditions for ensuring the development of an algorithm for organizing the activities of a tutor for building communication skills of primary school students with ASD. The proposed organizational and methodological tools of the tutor's activity can be used for the formation of communication skills of primary school students with ASD in other general education organizations, as well as be adapted to the needs of preschool and basic general education levels.