| Article |
|---|
| Article name |
Tutoring Support for Children with Autism Spectrum Disorders in Inclusive School: System-Resource Approach |
| Authors |
Kalashnikova S.A. Candidate of Psychology,, kotir_ksa@mail.ruElokhina K. . Graduate Student, polichkina1994@mail.ru |
| Bibliographic description |
Kalashnikova S. A., Elokhina K. A. Tutoring Support for Children with Autism Spectrum Disorders in Inclusive School: System-Resource Approach // Scholarly Notes of Transbaikal State University. Series Pe- dagogical Sciences. 2018. Vol. 13, No.3. PP. 33–40. DOI: 10.21209/2542-0089-2018-13-3-33-40. |
| Section |
Special psychology |
| UDK |
159:373.3 |
| DOI |
10.21209/2542-0089-2018-13-3-33-40 |
| Article type |
|
| Annotation |
Тhe article considers the problems of tutoring support for children with autism spectrum disorders (ASD) in an inclusive school from the viewpoint of the system-resource approach. Tutoring support is presented as an effective functioning mechanism of the system “child with an ASD – inclusive educational environment”. The individual capabilities of the student with ASD are defined as resources that create the development basis of the child. In order to characterize the inclusive educational environment in the system context, the term “special conditions” is used that denotes the conditions necessary for pupil needs. The article describes in detail the functions of the tutor as an intermediary between the child and an inclusive educational environment that provides complementary interaction in the system. Tutoring support is defined as pedagogical activity on the individualization of education focused on creating of special variation conditions of the educational environment corresponding to the special educational needs and capabilities of the child with ASD. The authors present the results of analysis of tutorial support experience for primary school students with autism spectrum disorders. We show the need to create personalized models of tutoring support for children with ASD in an inclusive school in the context of individual cases. The system character and continuity of the tutor’s work are indicated as the conditions for the effectiveness of tutoring.
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| Key words |
tutorial support, tutor, autism spectrum disorder (ASD), inclusive educational environment, resources, system-resource approach |
| Article information |
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| References |
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| Full article | Tutoring Support for Children with Autism Spectrum Disorders in Inclusive School: System-Resource Approach |
