INCLUSIVE TEACHER COMPETENCE AS THE REQUIREMENT OF TODAY

Abstract

The article notes that in the context of current requirements for the professional activities of primary school teachers of the New Ukrainian School, the problem of forming inclusive competencein today’s conditions becomes extremely relevant. The issues of ensuring the quality of inclusive education are highly ghted, the content and main components are specified. The normative-legal base of inclusive education is analyzed. It was found that in order to ensure equal access to quality education, inclusive educational institutions adapt curricula and plans, teaching methods, forms of organization of the educational process, use of existing resources, partnership with the community, volunteer organizations to the individual needs of children with special educational needs. Inclusive competence is defined as a mandatory level of knowledge and skills required to perform professional functions in an inclusive learning environment. The expediency of including inclusive competence in the composition of key (vital) and professional competences as a special competencies substantiated. The following research methods were used in the process of working on scientific research: theoretical: analysis and synthesis during the elaboration of linguistic, pedagogical and methodological literature on the researched problem; theoretical comprehension and generalization of teachers’ experience and own work experience to determine the state of work on the formation of inclusive competence of special educators; empirical: observation and analysis of classes in the discipline «Social and domestic orientation», conversations with teachers and students, teachers ZZSO.