Mentoring Students-Defectologists in the Process of Implementing Professional Practice in Special and Inclusive Educational Institutions

The article presents a theoretical analysis of the study of mentoring of students-defectologists in the process of implementing professional practice in special and inclusive educational institutions. It is noted that an integral part of the professional training of students-defectologists is the organization of professional practice of students in educational institutions, in the organization of which a teacher-mentor – the head of practice plays a significant role. The goals, objectives, stages and specifics of the organization of professional practices of students-defectologists in educational institutions in general and in Novosibirsk State Pedagogical University in particular are revealed. Practical recommendations are presented to teachers-mentors in the process of supporting the professional practice of students-defectologists in special and inclusive educational institutions. For example, since an integral part of the work of a teacher-mentor – the head of practice, is the transfer of work experience to young specialists, mentoring in the management of practice should be carried out in dyads: practice head (mentor) – student (mentee) and practice head (mentor) – young specialist-practice head (mentee). In conclusion, the value and limitations of the presented recommendations and prospects for further research are noted.