Abstract
The article considers the need for the formation of professional integral methodological competence of teachers in an inclusive educational space. The authors offer qualitative characteristics of formation levels of the studied competence (low, medium, high), describe the structural components of the formation of professional integral methodological competence of teachers in an inclusive educational space. The studied competence will allow teachers to be ready for dynamic changes in the educational process in an inclusive educational space, it will contribute to the intensive accumulation of academic knowledge of children with disabilities and allow to form life competencies and master knowledge, skills and abilities necessary in everyday practice.
Highlights
A problem statementOne of the main concerns of the pedagogical community has been the problem of professional training of teachers in an inclusive education
All of these documents have defined for the teaching community the characteristics of an inclusive educational space and the range of requirements for a teacher personality in ensuring the appropriate quality of education in this space
The formation of the professional integral methodological competence of teachers in the inclusive educational space can be of different levels: high, medium or low
Summary
One of the main concerns of the pedagogical community has been the problem of professional training of teachers in an inclusive education. All of these documents have defined for the teaching community the characteristics of an inclusive educational space and the range of requirements for a teacher personality in ensuring the appropriate quality of education in this space
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
