The article presents the description of the practice of individualizing the education of primary schoolchildren with disabilities through the tutor support. While these students are simultaneously mastering various options of adapted educational programs in an inclusive primary school, the tutor, as a support specialist, is characterized by difficulties in determining the priorities and the criteria for assessing the effectiveness of his professional activities. The article focuses on presents the approach to typologizing the predominant manifestations of developmental disorders characteristic of primary schoolchildren with disabilities, regardless of membership in the nosological group. According to the authors, this will help optimize and, therefore, increase the effectiveness of the tutor support for students, taking into account the selected criteria. The presented materials make it possible to expand and make more variable of the practice for adapting the inclusive educational environment in accord with the special educational needs of students with disabilities. Keywords: tutor practice, individualization of education, inclusive education, special education, primary general education