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.

The problem of prevention of psychosomatic disorders in young people is relevant, despite the fact that many scientists were interested in this problem, questions about the role of a tutor in the prevention of psychosomatic disorders in students of secondary vocational education have not been studied enough.

The relevance of the study is determined by the need to develop research competences in students, which become crucial in the context of the modern knowledge economy and digital transformation of society. Project-based learning is recognized as one of the most effective methods for developing such competences; however, its success directly depends on the quality of pedagogical support. In this regard, mentoring acts as a system-forming element that ensures the targeted development of students' research potential through individual support, transfer of experience, and organization of reflection. The aim of the article is to theoretically substantiate and practically demonstrate the role of a multi-level mentoring system in developing students' research competence in the context of project-based activities. The leading research approach is the system-activity approach, complemented by the concept of a level-based model of mentoring (mentor, tutor, coach, facilitator) and the competency-based approach. The methodological basis consists of an analysis of domestic and foreign scientific literature, generalization of pedagogical experience, and a description of the empirical implementation of the mentoring system at the Center "House of Scientific Collaboration named after S.V. Ilyushin" of Vologda State University. The main results of the article include: 1) theoretical substantiation of a mentoring model as a complex pedagogical system adaptable to the stages of developing research competence; 2) characterization of the structural components of research competence (motivational-axiological, cognitive, activity-based, reflective) and ways of their development through mentoring; 3) description of practical mechanisms for integrating mentoring into project-based activities (hackathons, project sessions, All-Russian Educational Initiative «Sirius Summer: Start Your Project»), illustrated with specific cases; 4) presentation of a system of methods and tools used by mentors to develop students' research skills. The theoretical significance of the work lies in systematization of modern approaches to mentoring and clarifying its role in developing research competence. The practical significance is determined by the presentation of tested formats and technologies of mentoring activity that can be implemented in general, additional, and higher education institutions to improve the efficiency of project-based work and prepare competitive personnel.