EFFECTIVE STRATEGIES OF THE TUTORIAL SUPPORT BY THE FORM TEACHER AND TUTOR OF CHILDREN WITH ASD CONTRIBUTING TO FUNCTIONAL COMMUNICATION DEVELOPMENT

The article examines the problem of professional helping, comprehensive rehabilitation and social adaptation of children with autism spectrum disorder (ASD), also specific development of functional communication in the group. The tutor plays key role in solving the problem. His competence level defines the successful development of certain skills. Analysis of modern pedagogic experience showed that there is serious discrepancy from theoretical requirement for all the system tutor support to real tutor’s opportunities for all members of the process including class and kindergarten teachers. The relevance and theoretical value of the research are determined by insufficient scientific readiness of the tutor support of teachers’ professional activity at the preschool education field for children with ASD. The main aim of the research is to prove theoretically the possibility of using identified strategies of interaction with children with ASD in the tutor support in groups which use functional communication. During the research the following methods were used: theoretical analysis of scientific, methodological and psychoeducational literature; statistical processing of experimental data. The research was conducted in two steps. At the first step, theoretical and methodological basis of the problem definition was determined. At the second step, the conditions of arrangement of the tutor support for children with ASD and effective strategies for developing functional communication skills. During the research specific tutor’s competences for children with ASD were determined, content and forms of training and supervisory support for tutor were represented. The specificity of the tutor’s professional activity is determined, methodical approaches and recommendations for the development of functional communication in children with ASD are outlined. As a result of the research, the methods of the tutor involved in the comprehensive rehabilitation of a child with ASD were describe and structure, the role of the tutor in group forms of work was characterize and reveal. The analysis of the process of development of functional communication and its specificity in children with ASD was held. A working model for the formation with tutor’s help the communicative skills of children with ASD in group classes in the structure of comprehensive rehabilitation is proposed. The authors substantiate the idea of the system of training and methodological support of tutors, providing an individual approach to each child in the process of mastering their communication skills, special attention is paid to the active use of non‑verbal means of communication. The tutor can provide methodological and other assistance in the tutor support of children with ASD to class teachers and educators. Methodical recommendations are made on the basis of structural analysis ‘of this work and the need to improve the skills of class teachers, educators, tutors working with children with ASD.

tutor support, functional communication, autism, autism spectrum disorders (ASD), advanced training, comprehensive approach, tutor, alternative and c augmentative communication, inclusion, social and communication skills, rehabilitation and social adaptation of children with ASD.

Leonova I. V., Karpenkova I. V. Effective strategies of the tutorial support by the form teacher and tutor of children with ASD contributing to functional communication development. Business. Education. Law, 2019, no. 2, pp. 375–388. DOI: 10.25683/VOLBI.2019.47.201.