Introduction. The article describes the application of one of the models of mentoring practice in solving the issues of preparing students for professional tutoring support of families raising school-age children with disabilities. Based on the results of the experimental study, key provisions and conclusions for the implementation of the model of mentoring practice “university teacher – student”, successfully used in the pedagogical activities of university teachers, are proposed.

Materials and methods. The main methods of our research are: theoretical and methodological analysis of scientific and psychological-pedagogical literature, regulatory and legal support for the organization of the educational process in a comprehensive school, the activities of a tutor, the organization and implementation of mentoring practice by university teachers and students, analysis of our own and advanced pedagogical experience; pedagogical experiment, observation, survey, analysis and generalization of the results obtained.

Results. Based on the results of the experiment, the key provisions of the implementation of the mentoring practice model “university teacher – student” within the framework of cooperation between the university, a comprehensive school and a family raising a child with disabilities are submitted for discussion. The authors present the substantive aspects of the described mentoring practice model with the aim of developing professional competencies in students of the Faculty of Inclusive and Correctional Education of the South Ural State Humanitarian Pedagogical University.

Discussion. The results of the conducted research on testing the model of mentoring practice "university teacher - student" indicate the importance and necessity of such work on preparing students of a pedagogical university for professional activity on tutoring families raising school-age children with disabilities. In order to develop students' professional competence, interest in tutoring, it is necessary to include various tasks in the content of students' pedagogical practice and test various forms of tutoring activity.

Conclusion. It is concluded that the implementation of mentoring practice for students of pedagogical universities in preparation for tutoring support for families raising school-age children with disabilities contributes to the formation of future teachers' ideas about the forms, methods, and content of tutoring activities, fosters professional interest, and stimulates them to improve their level of psychological and pedagogical competence for further professional activities. 

The model of implementation of mentoring practice “university teacher – student” is described, implemented within the framework of professional training of students of a pedagogical university for tutoring activities;

The content of mentoring practice of university teachers for preparation of students for implementation of tutoring support of families raising school-age children with disabilities is presented;

The key provisions of the organization of mentoring practice for preparation of students for tutoring of families raising school-age children with disabilities by university teachers are formulated for fostering professional interest in formation of professional competencies of future specialists.

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