TO THE QUESTION OF MODELS OF TYUTOR SUPPORT FOR CHILDREN WITH SPECIAL EDUCATIONAL NEEDS

Abstract

The creation of equal relations in an inclusive society is possible only if there is a barrier-free environment, in the transition from integration to inclusion itself in all spheres of society. One such area is education.
Today, the system of inclusive education is actively developing in the Republic of Kazakhstan: children with special educational needs study in the conditions of a comprehensive school almost on par with their peers. A tutor plays a special role in helping educate children with special educational needs. This article describes the features of the tutoring model.
In the course of the narrative, models of tutorial accompaniment described in the works of foreign and domestic researchers are analyzed. The author describes the goals and objectives of the tutor in a secondary school. Summarizing and analyzing the main content of the selected articles, the author described the stages of tutoring. For comparison, several models of tutorial accompaniment were most different from each other.