AN ORGANIZATIONAL AND SUBSTANTIVE MODEL FOR DEVELOPMENT OF INCLUSIVE COMPETENCE OF TEACHERS

Abstract

The article describes an organizational and substantive model to develop inclusive competence of teachers, represented by a system of four structural elements reflecting the levels of professional training of teachers for the implementation of inclusive education. The presented model reflects a continuous dynamic and flexible system for ensuring the development of inclusive competence of teachers with new goals, content, the latest modern tools and forms of organization. It focuses on formation of teachers’ meta-competencies that combine professional and personal qualities to improve efficiency and adaptation in a rapidly changing educational context. The procedural component of the model for the development of inclusive competence of teachers is characterized by flexibility and the ability to adapt to different conditions, and is based on carefully developed principles and methodologies that ensure the effective implementation of pedagogical tasks.