METHODOLOGICAL AND INCLUSIVE COMPETENCE OF A VOCATIONAL EDUCATION TEACHER OF AS A GOAL OF PROFESSIONAL DEVELOPMENT

Abstract

Introduction: On the basis of the analysis of legal documents trends of state policy in the field of inclusive higher education are identified, state, social and professional order for the activities of University teachers in the field of education of persons with disabilities is defined. The study of the conditions for the competence of a modern University teacher helped to determine the importance of the system of additional professional education in providing staff with inclusive higher education and the need to form a methodic-inclusive competence of University teachers in the training of persons with disabilities in the process of organizing training courses. Materials and methods: in writing the article theoretical methods were used: legislative documents of different levels, thesis and scientific psychological and pedagogical works on the problem were analyzed, theoretical positions and empirical data of generalization and formalization of the problem. were generalized Results: The vector of development of higher education in the direction of implementation of inclusion principles as a governmental requirement, formulated in the legal documents of different levels, is identified; trends in the development of inclusive higher education in domestic science and practice, the need to prepare teachers of vocational education for professional activities in an inclusive education; the concept of methodological and inclusive competence of a teacher of vocational education, the formation of which has not been studied by scientists to date; the problem of insufficient training of vocational education teachers in the field of training persons with disabilities is actualized. Discussion and Conclusions: According to the results of the presented analysis, it is proposed to consider the formation of methodological-inclusive competence as the purpose of professional development of vocational education teachers. This will allow to solve the problems defined by the legislative framework of the state in relation to improving the availability and quality of higher education for people with disabilities.