Abstract
The article describes and proposes ways to increase the level of professional competencies of pedagogical workers of inclusive resource centers in the system of continuous education both at the basic and post-basic stages in the absence of professional standards that describe the requirements for competencies, duties, and qualifications. The author came to the conclusion that thanks to the limitless possibilities of self-education, formal and informal education, and practical experience, it is possible to achieve a high level in the formation and development of professional competences of specialists of inclusive resource centers, provided that a well-thoughtout construction of one’s own educational trajectory and the offer of educational service providers for practicing teachers, which take into account the demand for specific professional needs. Emphasis is placed on professional competencies as a dynamic concept characterized and determined by specific time requirements and labor market demands. It is necessary to develop and improve them according to the needs of service users – students with special educational needs (educational difficulties), their parents (persons who replace them), members of teams of psychological and pedagogical support of educational institutions, teachers.
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