THE MAIN WAYS OF FORMING AND DEVELOPING THE INCLUSIVE COMPETENCE OF TEACHERS AT THE CURRENT STAGE

Abstract

The article examines the main ways of forming and developing the inclusive competence of teachers at the current stage. It was concluded that the introduction into the educational practice of the teacher's professional standards, where inclusive competence is singled out, created opportunities for harmonizing approaches and increasing the effectiveness of the activities of interested educational subjects in matters of formation and development of inclusive competence of teachers. Taking into account the content of inclusive competence of teachers by institutions of higher and professional higher education in their educational programs and methods will contribute to the unification of approaches in solving the issues of effective implementation of inclusion in the education system and increasing the effectiveness of the processes of forming the inclusive competence of future teachers. Subjects of professional development of pedagogical workers (educational institutions or their structural subdivisions, scientific institutions, other legal or natural persons), institutions of general secondary education should work on the development of certain important components of the inclusive competence of teachers. Centers for the professional development of pedagogical workers, inclusive resource centers, public associations/ foundations should pay attention to the development of the most important abilities and skills that are components of the inclusive competence of teachers. The results of the evaluation of educational and management processes carried out by expert groups of the State Education Quality Service of Ukraine in the process of institutional audits of institutions of general secondary education provide opportunities for further correction of the inclusive competence of teachers.