E-mail: Send an e-mail
Introduction. The paper describes the role and importance of the family tutor's activity, in particular: the experience of tutor support of children with disabilities is presented,having complex violations in development, and attention is paid to the peculiarities of its use in the process of family education.
The purpose of the article is to determine the features of Family tutor support for children with disabilities, having complex violations in development, in the conditions of family education.
Materials and methods. The main methods are the analysis of scientific literature, pedagogical observation, questionnaire survey and summary of teaching experience on the issue.
Results. The opportunities are described on the basis of experience of the organization of family tutor support of children with disabilities, and the features of the implementation of tutor support of children are revealed, which include the main areas of work of the family tutor, his activities, and performance indicators of the correctional and pedagogical process.
Discussion. We can talk about the presence of certain advan tages
of tutor family support, aimed at the maximum realization of the individual capabilities of a child with disabilities and its full socialization, based on experience and research
Conclusion. It is concluded that the tutor support allows to organize a full-fledged work with a child with disabilities within the framework of family education, taking into account its individual psychophysical capabilities, thereby creating conditions for its development and self-realization in society.
tutor support, complex disorders in childhood development, child with disabilities, family education
- the relevance and importance of tutor family support in the modern educational system;
- the key points are substantiated in the implementation of tutor support for a child with disabilities with complex disorders in development in the context of family education;
- the indicators of effectiveness in the work of the family tutor are highlighted and the types of tutor's work on child support with limited opportunities of health in the conditions of family education are designated.
1. Ob obrazovanii v Rossiyskoy Federatsii: Federal'nyy zakon ot 29 dekabrya 2012 g. 273-FZ [About the education in the Russian Federation: Federal law of 2012.29 December № 273-FL]. [Electronic.]. Available at: http://www.consultant.ru/document/cons_doc_LAW_140174 (Accessed: 12.09.18). (In Russian).
2. Gosudarstvennaya Programma Rossiyskoy Federatsii «Razvitiye obrazovaniya na 2013-2020 gody». Federal'naya celevaya programma «Razvitiye dopolnitel'nogo obrazovaniya detey v Rossijskoy Federatsii do 2020 goda» [The state program of the Russian Federation "The development of education in 2013– 2020. Federal target program "Development of additional education of children in the Russian Federation till 2020"] [Electronic.]. Available at: http://pansion.mil.ru/upload/site65/document_file/Celevaya-programma.pdf (Accessed: 27.10.18). (In Russian).
3. Malofeev N.N. (2014) Istoriya formirovaniya otechestvennoy traditsi i zaboty o ludyah s ogranichennymi vozmozhnostyami zdorovya (soobshchenie 1) [The history of the formation of the national tradition of caring for people with disabilities (message 1)]. Defektologiya. 5, 3-14. (In Russian).
4. Reznikova E.V. (2017) Korrekcionno-pedagogicheskaya pomoshch uchashchimsya shkol'nogo vozrasta s raznym urovnem umstvennoy nedostatochnosti v usloviyah integratsii [Correctional and pedagogical assistance to school-age students with different levels of mental deficiency in the context of integration: monograph]. Chelyabinsk, Publishing house of South Ural state humanitarian pedagogical University.266 p. (In Russian).
5. Ekzhanova E.A., Chistogradova I. A., Tkachev D. Y (2013) Kliniko-psihologo-peda-gogicheskiypodhodnasluzhbe special'nogoobrazovaniya [Clinical and psycho-pedagogical approach in the service of special education]. Pedagogika. 5, 89-94. (In Russian).
6. Bednova L.V. (2017) FunktsiityutoravsetiODPO [Functions of the tutor in the network of the Department of additional professional education]. Vysshee obrazovanije v Rossii. 12, 82-89. (In Russian).
7. Dudnik S.V., Kovaleva T. M. (2018) Tehnologicheskaya podgotovka tyutora: soderzhanie, tehnologii i metodiki osvoeniya tehnologiy [Technological training of the tutor: content, technologies and methods of technology development]. Biznes. Obrazovanije.Pravo. 3, 369-375. (In Russian)
8. Bgazhnokova I.M., Nazarkina S. I., Carev A. M. (2011) Organizaciya sluzhby soprovozhdeniya semyi i rebenka v Pskove [Organization of family and child support service in Pskov]. Vospitanije i obuchenije detej s narushenijami v razvitii. 4, 28-35.(In Russian).
9. Golovchic L.A. (2006) Korrekcionnaya-pedagogicheskayapomoshchdoshkol'nikams nedostatkamisluhaskompleksnyminarusheniyamivrazvitii [Correctional and pedagogical assistance to preschool children with hearing impairments with complex developmental disorders]. Defectologia. 6, 42-48. (In Russian)
10. Cheredilina M.U. (2017) Tyutorskoesoprovozhdeniyevdoshkol'nomvozraste: harakteristikiimodeli [Tutor support in preschool age: characteristics and models]. Biznes. Obrazovaniye. Pravo. 1 (38), 263-267. (In Russian).