Аннотации:
Inclusive education is the process assuming improvement of the educational organizations, change of public consciousness, transformation of the pedagogical theory and practice. For development of this direction all new tasks are set. So, for successful realization of ideas and principles of inclusiveness in educational institutions, universal teachers - professionals are necessary, therefore, requirements to teacher training, their professional and inclusive competence increase rather strongly. Inclusive competence of teachers is a special professional competence. It is ability of teachers to carry out professional functions in the conditions of inclusive education, considering different educational needs of pupils with the limited health abilities (LHA). Article is devoted to a problem of future teacher's readiness for activity in the conditions of inclusive education, their professional and inclusive competence. For the purpose of studying inclusive competence among students of last years of pedagogical specialties the statements relating to a certain component of inclusive competence are developed: cognitive, reflexive and personal, research of these components is conducted. The obtained data allowed revealing the most created component of inclusive competence. Results of research showed that for most of students the reflexive component of inclusive competence is rather highly created, personal and cognitive are created insufficiently. It is caused by lack of practical experience of activity with the persons having LHA, low motivation to work in the conditions of inclusive education, indifferent or negative attitude to disabled people, and dissatisfaction with chosen profession. The obtained data can be used when training students of pedagogical higher education institutions, and also for improvement of the main educational programs of higher education.
