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.

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.