This article is devoted to one of the urgent problems of modern education — the organization and implementation the tutor support for schoolchildren with disabilities. The purpose of the article is to describe the specifics of tutoring support for younger schoolchildren with mental retardation as the most numerous and at the same time heterogeneous group of schoolchildren with disabilities. The article examines various organizational models of a tutor's activity, depending on individual characteristics and developmental disorders of schoolchildren with mental retardation at the level of primary general education. A comparative description is given of options for organizing and implementing the practice of working with tutorants who have violations of the mainly regulatory component and behavior, and tutorants who have mainly intellectual deficits. The authors conclude about the unity and significant differences in the professional activity of a tutor with these two typological groups of schoolchildren with mental retardation at various stages of their support.

Keywords: tutor practice; inclusive education; primary general education; schoolchildren with disabilities.