FORMING INCLUSIVE EDUCATION COMPETENCE OF FUTURE SCHOOL TEACHERS

The article aims to identify the importance of inclusive competence of future teachers as a generalized personal education. Substantiation of criteria and levels of inclusive competence based on contextual educational technology allowed to develop a model of inclusive competence formation in the professional training of future teachers, which is an interconnected, information-oriented, quasi-professional stages. sequence. The results of the study are to identify the factors and conditions that determine the ability to perform their professional functions in the process of inclusive education; The conclusion of the research paper is that its components may include identified components of inclusive competence among teachers, including motivational, cognitive, operational, and reflective components.