Introduction. The problem of organizing tutoring support for children with disabilities today is relevant, especially in connection with the adoption of the new Law “On Education in the Russian Federation”, which legalized the inclusive education of persons with disabilities in schools, which leads to the search for effective pedagogical models their training and psychological and pedagogical support [1].

Purpose of the article. To substantiate the author's model of the implementation of the tutor support of the communicative success of children with disabilities in an educational organization for children of primary school age.

Materials and methods. The main research methods are the analysis of scientific literature on the organization of tutoring support for children of primary school age with disabilities (HIA), analysis of documentation, testing, observation (expert assessment), questioning, methods of statistical information processing.

Results. A model has been developed for implementing tutor support for the communicative success of children with disabilities of primary school age in the context of a general educational organization, contributing to the implementation of effective psychological and pedagogical support for students and increasing their communicative success; the authors presented the characteristic of the main components of the model; identified and described the main approaches to the organization tutor support for children with disabilities.

Discussion. It is emphasized that the performance of a speech therapist teacher with a tutor orientation is to increase the communicative success and learning outcomes of students with disabilities.

Conclusion. It is concluded that the implementation of tutor support by a speech therapist in the context of the implementation of inclusive education will help to address the issues of successful education of children with disabilities, their socialization in the future and education in general, communicative success.

Described the methodological approaches for the implementation of tutor support for children with disabilities teacher-speech therapist in a secondary school;

Individual educational programs for the implementation of the support of communicative success of students with disabilities under the conditions of the implementation of inclusive education are presented.

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