RESOURCES AND OPPORTUNITIES OF TUTOR SUPPORT IN AN EDUCATOR PROFESSIONAL ACTIVITIES TO SUCCESSFULLY SOCIALIZE PEOPLE WITH DISABILITIES

Abstract

The article discusses the four-part model of socialization of children with disabilities and
disabled children in the process of educational activities of basic education institutions. The description
of the model includes the integration of the existing experience of the activities of social
assistants, teacher pathologists, as well as the rationale for the introduction of a new position of
“social tutor”. The actions of these specialists are proposed to be directed not at the formal mastering
of students’ program, but at the actualization of knowledge and skills in the process of socialization,
the integration of the child with disabilities or the disabled child into social processes at
the level of inclusion of healthy children. The inclusive education paradigm is based on the recognition
by all participants of the learning process of the risks and difficulties associated with the process
of socialization of impaired and disabled children. The author proposes to consider the learning
process of this category of children not only as learning, developing skills, developing cognitive
competencies, understanding the ultimate goal of education but also as successful socialization
and development of the maximum possible independence of students with special health opportunities.
The achievement of this goal is likely to be possible with the introduction of a new position
in the educational process – the position of a social tutor, a specialist whose competence includes
the creation of a variable educational environment, as well as assistance in identifying
a specific niche in which the learner’s personal potential will be realized. The social tutor will
create an individualized educational trajectory and provides learner’s involvement in sociocultural
activity based on the learner’s conscious choice.