Tutor support in inclusive classes is a complex pedagogical technology that ensures the individualization of the educational route and the multidimensional adaptation of children with special educational needs in a general education environment. The analysis shows that the systematic presence of a tutor significantly increases academic adaptation indicators, which manifest themselves in an increase in the average grade point average, an increase in the share of independently completed tasks both in the classroom and at home, an increase in sustained attention in the classroom, and an increase in academic motivation. These effects are due to the creation of a zone of proximal development, which contributes to the gradual formation of students' autonomy rather than dependence on external assistance. In the social sphere, the impact of tutor support is more differentiated: there is a noticeable increase in the frequency of proactive contacts with peers, an increase in participation in extracurricular activities, and a twofold decrease in cases of systematic bullying, but no significant changes in sociometric status or the number of stable friendships were observed, indicating the limitations of direct pedagogical regulation of the underlying processes of group integration. The most significant factor in effectiveness is the degree of coordination between the tutor and the primary teacher and the teaching team, which is more important than the level of the tutor's specialized training or the quantitative parameters of support. Regular supervision, family involvement, and optimal class size also demonstrate stable correlations with adaptation outcomes, while an excessive increase in tutor hours without a qualitative change in the content of activities can lead to an effect of excessive care. A differentiated analysis by nosological categories reveals the maximum effectiveness of support for children with autism spectrum disorders, where the increase in social adaptation exceeds the academic gain, which is related to the tutor's role as a social intermediary who compensates for the deficits in theory of mind. Less pronounced effects are observed in cases of musculoskeletal disorders and sensory disorders, emphasizing the need to develop alternative models of tutoring that take into account the specific nature of the disorder. The key professional competencies of a tutor that determine success are teamwork skills, knowledge of the psychological characteristics of various nosologies, and emotional stability, which is essential for long-term effectiveness. In general, the study reveals the non-linear, systemic nature of the interaction of individual, team, and institutional factors that determine the quality of inclusive practice, and substantiates the transition from unified approaches to differentiated, team-oriented strategies that allow for the optimization of academic and social adaptation of children with special educational needs in a modern school.