TUTORIAL SUPPORT MODEL IN INCLUSIVE EDUCATION: EFFECTIVENESS AND LIMITATIONS

Gadzhimagomedova Tatiana Gairbekovna, Abudallaeva Muslimat Surkhaevna

The modern educational system is characterized by an active transition to an inclusive model of education, which necessitates the development of effective technologies for supporting children with special educational needs. This author's study is aimed at assessing the effectiveness of the tutorial support model in inclusive education and identifying the factors limiting its successful implementation. The methodological basis of the study was an experiment conducted on the basis of four general education organizations. The experiment involved 120 students with special educational needs aged 7 to 16 years, divided into experimental and control groups of 60 people. To assess the effectiveness, a set of diagnostic methods was used, including standardized tests of academic achievement, methods for assessing social adaptation and tools for psychoemotional diagnostics. The developed author's model of tutor support is based on the integration of principles of humanistic pedagogy, theory of individualization of education and modern approaches to working with children with special educational needs. The model developed by the author includes five interrelated components: diagnostic and analytical, design and planning, implementation and activity, correctional and developmental and reflective and evaluative. The results of the author's study demonstrate statistically significant differences between the experimental and control groups. The average increase in academic achievements in the experimental group was 1.13 points versus 0.5 points in the control group. The level of school anxiety decreased from 68% to 34%, social adaptation and communication skills significantly improved. The study conducted by the author revealed the key factors of the effectiveness of tutor support: tutor qualifications (89% high influence), financial support (85%) and administration support (82%). Four organizational models of implementation are defined: individual, group, consultative and network. The model can be applied in a wide range of educational organizations implementing inclusive programs to improve the quality of educational services for children with special educational needs. The results confirm the high efficiency of tutoring support in inclusive education and substantiate the feasibility of its widespread implementation in Russian educational practice, subject to a systemic solution to personnel, financial and organizational constraints.

Keywords:tutoring support, inclusive education, special educational needs, pedagogical experiment, efficiency of educational technologies