Tutor for a child with race: legal norm and reality. Questions about a tutor's hourly workload How much do tutors pay at school?

17.11.2017 12:14:00

Just three or four years ago, schools refused to participate under any pretext. And today, it seems to me that the presence of inclusive classes is even becoming prestigious,” says psychologist and tutor Irina Bilyk.

The site was discussed with Irina how a tutor helps make an inclusive environment comfortable for the child, his teacher and classmates. And what is needed to ensure that everyone benefits from inclusive education.

Irina Bilyk
psychologist, inclusive class tutor, ABA therapist

Who is a tutor?
and what is his role in the classroom

Since this year, our education has become inclusive. Children with visual, hearing, musculoskeletal, neurological and mental disorders are now included in regular classes.

The benefits are obvious. Special children learn to live in society. They feel like they are part of it, and not outcasts, and are drawn towards ordinary children in development. Their classmates realize that it is normal for another person to be different. They become more open and imbued with the spirit of mutual assistance.

But it is more difficult for teachers to accept this innovation. Many simply do not know how to work with special needs children. There are also those who are hampered by personal prejudices.

And even if they do know, and there are no prejudices, it is still difficult to divide attention between the class and the special child.

For a special child, tasks need to be explained separately and behavioral outbursts regulated. And if he also reacts poorly to speech, or has not developed self-care skills, this further complicates the matter.

The tutor accompanies the child at school, adapts him to what happens in class and during breaks. Teaches you to respond to teacher instructions and helps you establish communication with classmates.

We primarily address behavioral issues. Yes, we accept all the characteristics of our children. But there are other students in the class besides them, and you need to try to make everyone feel comfortable.

What is the essence of a tutor's work?

An individual development program (IDP) is developed for each child with special needs. It takes into account the child’s characteristics and takes into account how it is more convenient for him to perceive information. Sometimes the IPR is very different from the rest of the class.

During the lesson, I sit next to the student and help him understand the teacher’s instructions, guide him, and suggest what needs to be done.

This does not bother the other children. If only because there is no ideal silence in the classroom that we could break and distract everyone. And we try to suggest not with our voice, but with a gesture, a picture.

For example, the teacher asked for a diary - I point to the “diary” icon and to the teacher.

If the child does not perceive something by ear, I write it with a marker on the board. We answer at the board or work together in a group: I help with visual cues.

For example, I work with autistic children. Therefore, in addition to basic medical and psychological education, I am taking a course in applied behavior analysis (ABA). This technique is used in working with autism spectrum disorder and other conditions.

Ideally, the tutor works in conjunction with a behavior analyst who supervises his mentee from the moment of diagnosis. The analyst knows the child’s capabilities, helps to structure the work correctly, and can evaluate and adjust the results.

Who can be a tutor for a special child?

The best candidates for the role of tutor are educational psychologists, special education teachers, and speech therapists. But a determined student can also cope. The main thing is that he is a searching, attentive and punctual person.

One of the parents can also be a tutor. But this is a last resort. Parents are too emotionally involved in the situation to work professionally and impartially.

The tutor must see the child’s deficiencies and gaps, teach him the missing skills and gradually eliminate himself. And the parent is not always ready to consciously put the child in front of a difficulty.

And perception plays a role. When other children or school staff ask questions or act insensitively, it hurts parents. And the tutor professionally and calmly resolves the situation.

I know a diagnosis can be difficult to come to terms with. It seems that if you “bury your head in the sand” the problem will disappear. But I want to shout to such parents: stop, what are you doing?

From the general program, this child will learn, at best, elementary things. He will be ridiculed by classmates and irritated by teachers, and will receive a bunch of labels: poor student, fool, etc.

And a specialized program for his level of development will give him clear goals. He will achieve them and be successful in doing so.

So what is more important: to satisfy ambitions, or to give the child development that is accessible to him?

How parents can help their child settle into a regular classroom

Parents of a special needs child should also take part in inclusion. But their role is different

Children adopt their attitude towards the world from adults. The atmosphere in the classroom largely depends on the manner in which inclusion is discussed by parents at home. But in society there are still many stereotypes and misunderstandings of this topic.

It is good if the loved ones of a special child prepare the ground for his appearance in the classroom from the very beginning.

The point of presentations is to remove all omissions and misunderstandings. Explain what kind of disorder the child has and what it is. Tell that, for unknown reasons, such violations are now very common, no one is immune from them. It is very important to be able to communicate with such people, if only because there are more and more of them.

Conversations like these bring clarity. People who were previously skeptical become more loyal and supportive. In particular, most of the tension in conflict situations is relieved.

In our country, if ordinary children get into a fight, it’s no big deal. And if a child with a disability was involved in a fight, it’s almost a disaster.

We have to listen and remind them that all children fight from time to time. But we, in fact, have inclusion, a modern society, let’s be more tolerant of each other.

How a tutor “fits” a special child into society

Inclusion is not resource rooms in schools, not laws. These are, first of all, the people who surround us.

Last year, our class had a teacher who was a professional with extensive experience. But we could not find a common language with her.

She ignored our children and turned the class against them. Our entire inclusion almost went down the drain because of this.

This year we have a new young teacher. She strives to cooperate and includes our children in her work.

Before giving a task, he clarifies what they can do and what they cannot do. Watches my signs: is it possible to ask the child. This kind of teamwork is exactly what is needed.

And people respond. The canteen workers “help” you buy a bun. The janitor makes sure they don't leave the school, etc.

We plan to work with high school students so that they know what kind of children study at their school. Of course, not everyone will understand us. There will be giggling and finger pointing, it will all be there. But we will work with this.

The children in our class are already much kinder and more aware of special children than their peers. They see when they need help, they themselves stand in pairs, take you by the hand, lead you to the cafeteria “we have food now,” or help you do something in class.

A condition for a child’s successful adaptation process can be his constant accompaniment during the learning process by a special assistant (the child may need both constant accompaniment and accompaniment during adaptation). However, it should be recognized that the issue of accompanying children with special needs in the process of obtaining their education is just emerging, and therefore it is currently quite difficult to achieve the implementation of such a service in practice. And yet, if parents are persistent in demanding the rights of their children from the social protection authorities, their employees will have to take into account the requests of the parents. If parents are passive, social protection authorities will never learn about the needs of their children and no positive changes will occur. Of course, first of all, the need for support during the learning process at school (or only for the period of adaptation) should be included in the child’s individual rehabilitation program (IRP). This condition for obtaining education should also be provided for in the conclusion of the PMPC, since the ITU Bureau in this matter will primarily rely on the opinion of the PMPC.

At the moment, parents have to obtain from the PMPC or the ITU Bureau a record of the need for support services in their conclusions or in the IPR. And here the least weighty argument is the parent’s opinion, since this is his subjective assessment of the child (with the exception, perhaps, of obvious motor limitations: moving in a stroller; independently, but with the support of an adult; visual, auditory limitations; other motor limitations). Therefore, as in other cases, it is advisable for parents to have recommendations from special teachers, psychologists, and other specialists observing the child that during the learning process (or for the period of adaptation to learning conditions) the child needs an assistant. In this case, it is advisable to describe what assistance the child needs in the process of accompaniment.
An educational institution can independently determine a child’s need for such services. Ideally, of course, in this case, the educational institution should give a recommendation to supplement the IPR or for the corresponding conclusion of the PMPC (the inclusion of services in these documents is necessary to determine the procedure for financing services).

If the child’s legal representatives turn to an educational institution for assistance in obtaining support services, then in this case the educational institution independently solves the problem, based on its capabilities, or turns to the founder for a solution to the issue. After all, the assistant does not have to be personal; it can be a single assistant (for example, a social teacher) for the entire class group.

When resolving the issue under consideration, it is necessary to rely on the following provisions of regulations:
– in accordance with Article 5 of the Law of the Russian Federation “On Education”, the state creates for citizens with disabilities, i.e. having deficiencies in physical and/or mental development, conditions for them to receive education, correction of developmental disorders and social adaptation based on special pedagogical approaches;
– in accordance with Article 19 of the Federal Law “On Social Protection of Disabled Persons”, the state ensures that disabled people receive basic general, secondary (complete) general education, primary vocational, secondary vocational and higher vocational education in accordance with the individual rehabilitation program for the disabled.
When deciding how to implement the right of a child with developmental disabilities to support services in the process of obtaining an education, it is also possible to apply legislation on social services to the population. To do this, you need to contact the territorial department of social protection of the population with an application for assistance in obtaining support services in order to understand which social service institution you need to contact to exercise the right specified below.
The state guarantees citizens the right to social services in the state system of social services according to the main types determined by the Federal Law of December 10, 1995 No. 195-FZ “On the fundamentals of social services for the population in the Russian Federation”, in the manner and under the conditions established by laws and other regulatory legal acts of the constituent entities of the Russian Federation (social and consumer services, social and medical services, socio-psychological services, socio-economic services, social and pedagogical services, social and legal services).

GOST R 52885-2007 “Social services to families”, approved by Order of the Federal Agency for Technical Regulation and Metrology dated December 27, 2007 No. 563-st, establishes the composition, volumes and forms of providing the entire range of social services to families who find themselves in difficult life situations, including families with children with mental and physical disabilities. Family social service institutions in accordance with the Federal Law “On the Fundamentals of Social Services for the Population in the Russian Federation”, regardless of their departmental affiliation and form of ownership, when determining in their Regulations and other documents in accordance with which the institutions operate, the volumes and forms of social services provided by them family services must meet the requirements of this standard. Clause 4.1.2.3 of this standard provides that families with children with disabilities raised at home are provided with social and domestic services, including accompanying children outside the home, providing transport for children to travel for treatment, education, participation in cultural events.
Thus, a social service institution is obliged to provide a family with a child with disabilities, including the services of an assistant at school. The procedure for providing relevant services is established by regional authorities. If a social service institution denies the corresponding service, it is necessary, on the basis of the above norms, to contact the department of social protection of the population for assistance in implementing the right.
So, for example, according to Article 3 of the Moscow Law of April 28, 2010 No. 16 “On the education of persons with disabilities in the city of Moscow”, public authorities of Moscow create conditions for persons with disabilities to receive education at any level in state educational institutions, including by providing the opportunity to use the services of assistants based on the recommendations of an individual rehabilitation program or a medical report. At the same time, in accordance with Article 23 of this Law, the provision of students with disabilities with the services of assistants is carried out in accordance with the individual staffing schedules of state educational institutions within the limits of funds for ensuring basic activities.

Extract from the order of the Ministry of Education dated August 30, 2013 N 1015

ON APPROVAL OF THE PROCEDURE FOR ORGANIZING AND IMPLEMENTING EDUCATIONAL ACTIVITIES FOR BASIC GENERAL EDUCATION PROGRAMS - EDUCATIONAL PROGRAMS OF PRIMARY GENERAL, BASIC GENERAL AND SECONDARY GENERAL EDUCATION

clause 29. In an educational organization carrying out educational activities according to adapted educational programs, the following is allowed:
joint education of students with mental retardation and students with autism spectrum disorder, whose intellectual development is comparable to mental retardation;
joint education in educational programs for students with mental retardation and students with autism spectrum disorder whose intellectual development is comparable to mental retardation (no more than one child per class).
Students with autism spectrum disorder, whose intellectual development is comparable to mental retardation, are provided with special support for the period of adaptation to being in an educational organization (from six months to 1 year).
For the successful adaptation of students with autism spectrum disorders in group classes, in addition to the teacher, there is a teacher (tutor), individual lessons are organized with an educational psychologist to develop communication skills, support the emotional and social development of such children at the rate of 5 - 8 students with autism spectrum disorder per one rate for the position of educational psychologist.

P.32. When organizing educational activities according to an adapted basic educational program, conditions are created for treatment and rehabilitation work, the organization of educational activities and correctional classes, taking into account the characteristics of students on a per-staff basis:
a teacher-defectologist (teacher of the deaf, teacher of the deaf) for every 6 to 12 students with disabilities;
a speech therapist for every 6 to 12 students with disabilities;
an educational psychologist for every 20 students with disabilities;
tutor, assistant (assistant) for every 1 - 6 students with disabilities.

recommendations of the Ministry of Education and Elena Klochko:
if the tutor does not fit into the conclusion: Sign the refusal to conclude the PMPK and indicate directly in the signature “in connection with the refusal to provide the assistant required under the “Law on Education in the Russian Federation”, necessary to create special educational conditions for my child ______________, I ask you to indicate in writing the reason for the refusal within the time limits established by civil law"

I want to send a child with delayed psycho-speech development to the first grade of a comprehensive school with a tutor. What laws regulate the presence of a tutor next to a specific child and what evidence is required for this? Our PMPC prescribes tutors only for autistic people. They say that they are only for children who have problems establishing contact. My motor skills are poor and attention and spatial thinking are impaired. Mostly technical assistance is required. How to get a tutor?

The issue of assigning a tutor (assistant/assistant) to a child is regulated primarily by Art. 79 of the Law “On Education in the Russian Federation”, which states the following:

In this Federal Law, special conditions for obtaining education by students with disabilities are understood as the conditions for the training, education and development of such students, including the use of special educational programs and methods of teaching and upbringing, special textbooks, teaching aids and teaching materials, special technical means training for collective and individual use, providing the services of an assistant (assistant) who provides students with the necessary technical assistance, conducting group and individual correctional classes, providing access to the buildings of organizations carrying out educational activities, and other conditions without which it is impossible or difficult for students with disabilities to master educational programs limited health capabilities.

Less specifically stated in Art. 19 of the Law “On Social Protection of Disabled Persons in the Russian Federation”:

Disabled people are provided with the necessary conditions for receiving education in organizations that carry out educational activities in the implementation of basic general education programs, in which special conditions have been created for students with disabilities to receive education, as well as in individual organizations that carry out educational activities in accordance with adapted basic general education programs.

Thus, all children with disabilities, disabled children, have the right to receive the help of an assistant (assistant) in obtaining an education. The law does not limit the right to assistance from an assistant depending on the disease, because the criterion for its necessity is the impossibility or significant difficulties (including those of a technical nature, which you indicate in the message) that complicate the educational process.

Questions arise about how to get the help of an assistant (assistant, tutor) - the law does not indicate that the assistant must be reflected in the conclusion of the PMPC or IPR. However, in practice, parents are often faced with a requirement from the school (educational organization) that the assistant be included in the PMPK conclusion.

First, I would still recommend contacting the educational organization itself and clarifying the procedure - whether they can provide an assistant (technical) without including his services in the conclusion of the PMPK and IPR. If this is not provided, you will need to start with PMPC. And on the commission, referring to Art. 79 of the Law “On Education in the Russian Federation” and documents confirming the need to accompany the child, require the appointment of an assistant.

Anna Mironova, lawyer

Only the parents somehow got used to the appearance of a new person at school - a school psychologist, a new misfortune - some kind of tutor. Who is this? What will he do? And what does this mean for their beloved child? The older generation is especially worried about all such innovations: grandparents. They learned well even without such wonders.

In fact, nothing bad happens. This is all done in order to optimize the educational process, to make each child as successful, fulfilled, and happy as possible.

After all, who is a tutor at school? This is an accompanying person, a mentor. His responsibilities include helping the child find his place in life, understand what he wants and can do in reality, and reveal his talents. A tutor is not a teacher, he does not teach any disciplines. And not the school psychologist, who is responsible for the psychological well-being of students throughout the school. And not the class teacher who works with the whole class at once. The job of a tutor is that he supervises the development of 5-6 students over several years of study, perhaps even from first grade to graduation.

We are more familiar with the work of school tutors in educational organizations for special children: geniuses or those with health problems. Tutors accompany them, discuss problems, and correct the child’s educational path. For each of them, an individual training and development plan is built, taking into account their characteristics and helping them to maximize their potential.

But in a regular school, too, all children are different, and each of them, of course, needs a person who will guide his development towards success, the discovery of existing talents, and the development of an individual educational program.

This is especially important for high school students, when the most pressing issue is the final conscious choice of a future profession.

It is the tutor who will help each student’s interests and talents to emerge and will be able to adapt the child to the requirements of the school and to a painless transition from primary to secondary school. It also helps to establish contacts with peers, teaches how to adequately deal with problems in learning and how to properly resolve them. At the same time, he is not a nanny.

But in order for tutors not only to come to school, but to actually perform their functions, and not the functions of a school psychologist, class teacher or social worker, it is necessary to create a favorable environment, conditions for the work of a tutor. After all, the presence of an individual development plan for each child presupposes that the school has the resources for their development and implementation. And in great abundance, so that the child has a real choice. In this case, the student, skillfully guided by the tutor, begins to gradually build his future.

Let’s say there are such educational spaces in an educational institution. But there still needs to be some quality training for the tutors themselves. These should not be self-taught, performing the functions of this specialist in the way that seems right to them, as each of them understands the meaning of this position. You should study to become a tutor in the same way as to become a teacher, psychologist, etc. These could be retraining courses, advanced training centers, master's programs. The job responsibilities of such a specialist must also be clearly defined.

In our age of high technology, the breakneck speed at which information becomes outdated, a tutor becomes one of the most important figures in an educational institution, helping a child become successful.

Since not all parents attend parent-teacher meetings, it is necessary to conduct explanatory work via e-mail, in paper form, in order to convey information to each family member, tell who a tutor is at school, what his responsibilities are. And what benefits can a tutor’s work bring to a child?