Teachers’ Inclusive Competence: A Study of the State of Practice in Professional and Pedagogical Activity
The authors analyze the state of teachers’ inclusive competence which is considered as an integrative personal education determining teachers’ ability to carry out professional activities, taking into account special educational needs of a different contingent of students, i.e. not only with disabilities, as it is traditionally accepted in domestic practice, but also gifted students, migrant students, foreign students, students with a low level of social adaptation, etc. The study substantiated the need for the fundamental nature of pedagogical education in terms of the formation of teachers’ inclusive competence both at the stage of their professional training and within the framework of professional development.