FORMATION OF INCLUSIVE COMPETENCE OF PEDAGOGICAL STAFF IN THE SYSTEM OF CONTINUOUS EDUCATION

Abstract

The article examines the problem of the mismatch between the regulatory implementation of
inclusive education and the actual professional readiness of teachers to work in conditions of
educational diversity. An author’s model for the formation of inclusive competence, based on the
principle of professional transformation, is proposed. The structure of competence includes a
sports-integrative component as a tool for the practical mastery of inclusive interaction. The results
of an empirical study confirming the effectiveness of the proposed model are presented.