EXPERIENCE OF IMPLEMENTING TUTORING IN INCLUSIVE EDUCATION IN HIGHER EDUCATIONAL INSTITUTIONS IN EUROPE AND THE USA

Abstract

The article examines the practice of tutoring in the academic education of applicants with special educational needs in European and American universities. The author considered the theories that form the basis of modern tutoring, namely L. Vygotsky's theory of social development, Kelly's theory of social interdependence, J. Lave's, and E. Wenger's theory of situational learning. As part of the theoretical and methodological basis of tutoring, one of the most effective methods of active pupil involvement in the educational process was outlined - scaffolding, which is used for the cognitive, metacognitive, emotional, and social development of persons with special educational needs. The article analyzes methodological aspects of tutoring students with special educational needs in higher education institutions in Europe and the USA in the process of individual (private tutoring), group (peer tutoring), and remote (online tutoring) forms of support. Special attention is paid to the use of special techniques and methods of pedagogical support in lecture, practical, and laboratory classes with students with complex psychophysical disorders, as well as with autism spectrum disorders (ASD). This study made it possible to conclude the further prospects for the introduction of tutoring in the conditions of inclusive education at the level of higher educational institutions of Ukraine, in particular, the development of courses, training programs for future tutors, training on the psychological preparation of teachers to work in an inclusive environment, as well as the creation of separate structural units at the university, who will manage the processes of involvement and support of the educational process of persons with special educational needs.