This article continues a series of publications devoted to one of the urgent problems of modern education — the organization and implementation of tutor support for students with disabilities. Its purpose is to describe the specifics of tutor support for younger schoolchildren with autism spectrum disorders as the most specific group of students with disabilities in terms of the heterogeneity of manifestations of developmental disorders and the arsenal of tutor practices used. The article examines in detail the content aspects of the tutor’s activity depending on the individual characteristics of the development of students with autism spectrum disorders at the level of primary general education. A comparative description of the options for organizing and implementing the practice of working with tutors who have predominant violations of behavior, communication and social orientation is given. The authors conclude both about the unity and some differences in the professional activity of the tutor with these typological groups of students with autism spectrum disorders at various stages of their support.

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