PROFESSIONAL COMPETENCE OF TEACHERS IN THE SYSTEM OF INCLUSIVE EDUCATION

Abstract

The article considers a problem of formation and development of professional competence of teachers in the context of inclusive education. The relevance of the study is due to the active implementation of inclusive practices in the general education system and the need to train highly qualified specialists who are able to effectively interact with a heterogeneous audience of students, including children with disabilities. The article provides a theoretical and methodological analysis of the conceptual apparatus, defines the structural components of the professional competence of an inclusive teacher, highlights the key difficulties in the implementation of the inclusive paradigm associated with insufficient training and professional support of the teaching staff. Based on the conceptual provisions of the facilitation approach and subject-subject interaction, the authors propose a model to develop professional competence that integrates innovative pedagogical conditions and mechanisms for the development of personal and communicative qualities.