Abstract:

Some aspects of the development of inclusive competence of primary school teachers as a scientific problem are considered. Inclusive education is interpreted as a system of educational services that ensures the realization of the right to education of persons with special educational needs, as well as their socialization and integration into society, which reflects one of the main democratic ideas – all children are valuable and active members of society. It was found that professional competence is the unity of theoretical and practical readiness of a specialist to perform professional functions.

The specifics of the socio-psychological activity of pedagogical workers (teachers and teacher assistants) in the conditions of inclusive education are characterized as the need to develop an individual development program, the choice of effective pedagogical technologies, the coherence of the work of the team of psychological and pedagogical support and the creation of a safe educational environment, which requires increasing their competence to work in inclusive class.

The state of the problem in the general and special psychological and pedagogical literature is analyzed, which allows us to consider the concept of «inclusive competence» as an integral personal and professional competence of a modern teacher, a key competence that contributes to the organization of a high-quality educational process for all students in the conditions of inclusive education. It is substantiated that one of the key tasks and the strategic goal of professional education is the formation of inclusive competence in teachers as a component of their profession. Further scientific research is related to the study of phenomenology, structure, psychological and pedagogical conditions for the formation of inclusive competence, the formation of a model of the development of inclusive competence of a primary school teacher, which will allow observing the dynamics of this process and detailing the subject of research.

Keywords: inclusive competence, inclusive education, a person with special educational needs (difficulties), professional competence, teaching staff, primary school.

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