Inclusion Of Youth Research Articles

Let’s Talk Gender: Ten Things Transgender and Nonbinary Youth Want All Researchers to Know

Youth view gender as a spectrum of experiences, not the cis-binary framework of girls/women versus boys/men. However, research has historically focused on cisgender people, without considering the rich experiences of transgender and non-binary people.Method.To address gaps in the inclusion of transgender and gender non-binary youth in research, a group of transgender and non-binary youth came together through a research-based youth engagement initiative to discuss what they wanted researchers to know about gender.Results.Youth propose ten guidelines and principles that they ask researchers to acknowledge, respect, and apply. These guidelines and principles focus on acknowledging and accepting diverse experiences situated on a gender spectrum, committing to learning more about gender, incorporating gender appropriately in their research initiatives, and engaging with transgender and non-binary youth in the research they conduct. Funders, research ethics boards, and publishers are also responsible for attending to gender.Conclusions.Researchers are called on to consider these guidelines and principles and to engage in dialogue around them in order to better capture the experiences of transgender and non-binary youth in the new evidence base as it emerges.

Nexus between Demographic Dividend, Human Capital and socio-economic development: Mediating role of Labor force participation

Study in hand is planned to dig out the important segment of society i.e. Demographic Dividend that is an accelerating force for socio-economic development. Demographic Dividend is a situation in which working age population increased and dependency ratio is decreased. This working force is a human capital for any state, its meticulous utilization through labor force participation brings development in state. The demographic dividend is a phase of high socio-economic acceleration that associated with the low fertility and mortality rate and the specially working age group of population is prominent. Developed and industrial countries utilize this demographic transition and used the productive age group for the development of the countries in the form of labor force participation, social capital and human capital development. But the developing countries face the issues that are associated with the demographic dividend such countries do not use their youth potential for the socio-economic development, and facing the problems of population burden. The major concern of the study is to explore the reasons behind the demographic transition and utilization of existing working age population for the sake of development in social and economic sphere by developing human Capital and labor force participation. Study in hand was conducted in three districts Rawalpindi, Faisalabad and Multan from geographically dividend zones of Punjab, Pakistan. 520 respondents sample was selected with the help of Taro Yamani formula. Mediation analysis performed for explaining the relationship among different variables that shows a significant association. Inferences depicts that Pakistan currently had a window for opportunity in the form of demographic dividend. Dividend can only be achieved through utilization the potential of youth by forming human capital in the form of skill development and inclusion of youth into labor market.

Young People in Newfoundland and Labrador: Community Connectedness and Opportunities for Social Inclusion

Globally, young people are a major demographic group and a key constituency in socioeconomic policy considerations. However, in a neoliberal era, the social inclusion of youth is in jeopardy. This qualitative study explored young people’s connectedness to community and opportunities for social inclusion in Newfoundland and Labrador. The perspectives of social capital, social exclusion, and sense of community provided a theoretical framework for the study. A purposive sample of 23 youth aged 15 to 24 years provided data through interviews, which we analyzed inductively, using thematic analysis. We found that young people connected to their communities through informal associations and non-profit organizations. These structures provided networks of supportive relationships and inclusive spaces, where young people felt a sense of belonging, and had opportunities for participation. Opportunities took the form of resources and activities that promoted personal growth and community building. For example, through associations and non-profit organizations, participants engaged in general educational development, entrepreneurial training, part-time and volunteer work, and advocacy. However, participants also reported some barriers to inclusion in their communities. Personal level factors, such as illness and environmental level factors, such as low-income and social stigma were barriers to inclusion. These findings provide a basis for policymakers and practitioners to promote youth social inclusion in Newfoundland and Labrador.

A CAPABILITY APPROACH FOR RURAL YOUTH INCLUSION IN SOCIAL AND ECONOMIC AFFAIRS IN SOUTH AFRICA

South Africa has a vibrant and vocal youth population capable of holding the government accountable in executing public duties. Nonetheless, the voice of rural youths in social and economic affairs is still unheard, as evidenced by escalating youth poverty and unemployment levels. This situation is inconsistent with the National Development Plan (2012-2030), which advocates for equal economic opportunities and enhanced human capabilities for youths. This paper aims to examine how the capability approach can be used to promote the inclusion of rural youth in social and economic development in South Africa. This study adopted a qualitative approach that utilized documents and peer-reviewed articles on youth capabilities and inclusion in social and economic affairs in South Africa. The study responded to the following questions: What is the role of the rural youth in the socio-economic affairs of South Africa? What are the challenges encountered by the rural youth in participating in the socio-economic affairs of the country? Through critical discourse analysis, the article reveals that the absence of entrepreneurial skills, low education levels, and limited investment in youth initiatives are major obstacles to harnessing rural youth potential in the social and economic affairs of South Africa. Therefore, the rural youth must actively engage the government on issues of local economic development, entrepreneurship, and innovation, which are grey areas for promoting youth economic empowerment, to enhance their social and economic statuses.

Determinants of youth unemployment rate: case of Slovakia

Research background: The employment rate of young individuals in the labour market has considerably decreased in developed countries recently. Due to lower labour capital, skills, and generic and job-specific work experience, youth consider finding suitable job challenging. If they fail to succeed in the labour market soon after graduation, it leads to long-term unemployment, unstable and low-quality jobs, and even social exclusion. Purpose of the article: This paper aims to analyse the unemployment rate of high school-graduated students and the factors impacting this unemployment rate, such as GDP per capita, total unemployment rate, apartment price per square meter and results from state exams. Identifying the determinants affecting youth unemployment is crucial for theoretical knowledge and for policymakers to ensure youth inclusion in the economic mainstream. As a result, society can reduce social and economic costs and avoid structural problems in the future. Methods: Data about 464 Slovak high schools from National Institute for Certified Educational. Data include the graduate unemployment rate for each high school in Slovakia. Furthermore, two logistic regression models have been developed to investigate the impact of selected factors on high school graduates? unemployment rate immediately after graduation and nine months after graduation. Findings & value added: This paper indicates the existence of statistical dependency between unemployment of high school graduates and overall unemployment rate in the region, GDP per capita in the region, quality of high school education and cost of living in the region immediately after graduation. Analysis of the period nine months after graduation has shown the important decline of education quality provided by high schools. To reduce youth unemployment, the state should focus primarily on improving overall unemployment itself by implementing a dual-learning system, simplifying business opportunities, making part-time work available, or introducing lifelong learning to help transform the economy into a knowledge base.

Uneven geographies of youth volunteering in Uganda: Multi-scalar discourses and practices

This paper develops a multi-scalar geography of youth volunteering in Uganda. A growing body of research has explored the geographies of volunteering in the global North and international volunteering and development. However, despite the mainstreaming of volunteers as development actors, less attention has been paid to the unique local and national geographies of volunteering in global South settings. This paper explores how and why different ideas and practices of volunteering take shape and prominence in Uganda and how this impacts patterns of youth inclusion, inequality and opportunity. Analysing data on volunteering by young refugees in Uganda, we develop a multi-scalar geography to situate volunteering at the interface of ‘global’ volunteering policy and knowledges, aid and development architectures, youth unemployment, community institutions and local socio-economic inequalities. Through this, we reveal how programmed and audited forms of youth volunteering oriented to youth skills and employability are privileged. We show how this articulates with local inequalities to create uneven access to volunteering opportunities and practices. Through our approach, we show how a multi-scalar geography of volunteering enables us to build richer, more nuanced conceptualisations of volunteering in the global South that address the different ways global discourses, local histories, community organisations and social inequalities come together across space and time to produce uneven geographies of volunteering in particular places.

Workplace Inclusion of People With Health Issues, Immigrants, and Unemployed Youths-A Qualitative Study of Norwegian Leaders' Experiences.

AimTo explore leaders’ perceptions and experiences of facilitators and barriers for successful workplace inclusion of immigrants, unemployed youths, and people who are outside the labor market due to health issues.MethodsSemi-structured individual interviews with 16 leaders who actively engaged in inclusion work, representing different occupations, were conducted. Systematic Text Condensation was used to structure the analysis.ResultsThe participating leaders emphasized that job match, including their perception of workers’ motivation, respect for workplace policies, and the availability of appropriate accommodation at the workplace, facilitated work inclusion. An active public support system providing professional and financial support to workers and leaders was also an important facilitating factor. The leaders emphasized that their perception of workers’ lack of motivation for the job was the most important barrier in their own hiring and inclusion engagement. Successful inclusion depended on all workers acknowledging responsibility for and contributing to an inclusive work environment. Being open and willing to discuss challenges was an important part of making the inclusion work. In addition, leadership qualities, such as empathy, patience, and a non-judgmental attitude, appeared as a hallmark among these leaders who actively engaged in inclusion work.ConclusionWorkplace inclusion of this population of marginalized people was facilitated by job match, mutual respect, commitment, and trust, as well as financial and practical support from the public support system. Leaders’ inclusion practices were furthermore affected by personal attitudes and perceptions of social responsibility. Even so, successful workplace inclusion was presented as a two-way street. Leaders have the main responsibility in initiating a respectful and trusting relationship, but both the worker and the leader needs to contribute to make the relationship thrive.

Managing geothermal project implementation conflicts through mediation: A case of Olkaria IV Project, Nakuru county, Kenya

Geothermal energy installations generate conflicts that escalate when improperly managed. Studies from outside Kenya have demonstrated application of mediation in managing conflicts over natural resources. However, its efficacy has not been adequately covered in Kenya. This study used the case of mediation between project affected persons (PAPs) and the developers of Olkaria IV energy project to document the process, to assess its role in resolving conflicts that emanated from the implementation of the project. A PAPs’ household heads survey, focus group discussions (FGDs), and key informant interviews (KII) were conducted. Primary data was collected on pre-mediation preparations; mediation attributes, post-mediation buy-in and endorsements and the sequel of mediation. Secondary data was obtained from documents available in the mediation archive. The protagonists, that is, the Kenya Electricity Generating Company (KenGen) and PAPs agreed to use mediation to resolve their conflicts. The mediation neutralized conflicts between KenGen and the PAPs, mended relationships between them, improved PAPs’ livelihoods and smoothened project operations. The community representatives, selected by themselves, regularly reported back and held consultation with the larger community. This promoted acceptability of the results and is here presented as a good practice, in addition to having competent mediators with good listening and probing skills. Further, inclusion of women and youth in the mediation exercise combined with freedom of expression during the mediation clinics, ensured that the weaker gender’s voice was heard and its input incorporated in the agreement. In spite of the above, there is a need for greater democratization for the PAPs representation, and a more comprehensive documentation of the process. The last two provide opportunity for copying this case for an improved mediation process. Finally, it is recommended that policies be formulated to provide for use of mediations as an alternative dispute resolution mechanism, in future project developmental conflicts in Kenya.

Dialogue with youth ‘is not a dialogue among “elites”’: problematization of dialogue with unorganized youth in the EU

ABSTRACT While dialogues with the youth in the EU are understood as an important mechanism for co-shaping the EU youth policies, they are constantly confronted with the problem of the non-inclusion of unorganized youth. Applying the Foucauldian analytical problematization approach, the article illuminates three historical periods that led to the formation of the contemporary problem of the non-inclusion of unorganized youth in dialogues in the EU. The first period is the 1970s when, as a response to the youth protest, the European Community organized the first dialogues. The second at the beginning of the 2000s with political struggles on how to conduct dialogues with young people in the EU. Finally, the third period relates to the processes of institutionalization of dialogues with youth after the adoption of 2001 White Paper on Youth that resulted in the adoption of the Structured Dialogue as an official mechanism for co-shaping EU youth policies. In the article, we show that the inclusion of unorganized youth is a persisting problem that always represents an unfulfilled goal. This enables unorganized youth to be formed and framed as an object to be known and a target of political interventions of the EU youth policy.

The inclusion of poor youth in the Brazilian labour market and the impact of the Bolsa Família programme

This article analyses the labour market inclusion of young Brazilians, especially poor ones, by measuring the impact of the Bolsa Família programme on the process. Using data from the 2015 National Household Survey (PNAD), an exploratory analysis was conducted and the propensity score matching technique applied. Young people were found to have particular difficulty in entering the labour market, while poor young people were even more excluded, suffering high rates of unemployment and informality and receiving the lowest wages. The study also found that the Bolsa Família programme had no effect on the inclusion of young beneficiaries in the formal labour market, while there was a negative impact on participants’ incomes. However, no “sloth effect” was observed.

A Commentary on the Educational Inclusion of Vulnerable Youth After Covid‐19

This is a commentary on the articles published in this issue, which are devoted to the effects of the Covid‐19 pandemic on the educational inclusion prospects of vulnerable children and young people. The articles presented in the thematic issue are especially focused on case studies at either national or international comparative levels. Their findings, in general, are in line with existing research, which was initiated during the first stages of the pandemic, and demonstrate the pandemic’s adverse effects on existing disadvantaged health, educational, and social conditions. However, they raise interesting issues about promising methods and practices, as well as possible empowering tools that emerged through the use of ICTs and the implementation of various social policy measures through various digital platforms. They also point out the intersectionality of various factors generating or reinforcing social inclusion, something that has to be taken into account, not only by researchers, social welfare officials, and state agents, but also by activists and NGOs who work in the field.

Critical Thinking and Motivation in Vocational Training and Baccalaureate: A Comparison Study of Students of Spanish Nationality, Unaccompanied Foreign Minors and Young Care Leavers

The present study analyzed academic motivation and its relationship with dispositions towards critical thinking in a sample of 131 students of Spanish nationality and 131 students of foreign nationality (unaccompanied foreign minors and foreign adolescents who had previously experienced the Andalusian care system). For this, an ex-post-facto study was conducted which was descriptive, comparative, and cross-sectional in nature. The main analyses carried out are of a descriptive and inferential nature, the latter to analyze the differences and associations between the variables of critical thinking and motivation (ANOVA test and an structural equations models) in both groups. Main outcomes included the lack of significant differences in dispositions towards critical thinking between Spanish and foreign students, alongside the existence of significant differences in academic motivation between both of these groups. In addition to this, significant differences were found within the group of Spanish nationality students in the dimensions of critical thinking as a function of intrinsic motivation, whilst such differences emerged in the foreign nationality group as a function of intrinsic and extrinsic motivation and amotivation. Finally, within the group of Spanish students, a significant and positive relationship was found between motivation and critical thinking, being positive and non-significant in the foreign national group. In conclusion, it is necessary to improve dispositions towards critical thinking and educational motivation from the educational system for the inclusion of minors and youths in today’s society.

The Dynamics of Youth Employment and Empowerment in Agriculture and Rural Development in South Africa: A Scoping Review.

Over the years, South Africa has made significant investments aimed at transforming the agricultural sector to deliver on rural economic development and job creation. These investments have had varying levels of success; still, what is worrying is the high youth unemployment rate which is amongst the highest globally. We conducted a scoping review using the PRISMA-P guidelines to identify the challenges youth face in accessing sustainable employment in the agriculture sector. Peer-reviewed studies were retrieved from online databases (Web of Science, Cab Direct, and Science Direct) for 1994-2021. The findings showed that youth are still facing significant challenges in the demand and supply side of the labour market and lack of inclusivity in policy formulation and implementation, limiting their involvement in agriculture and rural development initiatives. Policies and strategies responding to these challenges exist, and the spectrum of support services provided are primarily focused on entrepreneurship. Yet, the implementation of programs and initiatives has not been successful. This could be attributed to the obstacles persisting in the sociopolitical environment in SA, causing additional barriers to program implementation. Therefore, to enhance youth involvement in agriculture and rural development, there is a need to connect more rural youth to support services, local employment programmes, and youth inclusion in policy formulation processes. Additionally, the focus of policy and programs should be broadened to cater to different youth knowledge and skill profiles.

Participative Cooperation During Educational Transition: Experiences of Young People With Disabilities in Austria

The results of international research studies show that early and careful planning, preparation, and implementation can contribute significantly to a successful transition from compulsory education to vocational training and employment. One key aspect in this respect is participative cooperation (i.e., involvement and active participation in the planning process), above all of the youths with disabilities themselves as the target group, but also of their parents. The project Cooperation for Inclusion in Educational Transitions of the Austrian Science Fund is the first Austrian project conducting research into participative cooperation. It aims to find out about and analyse the experiences of cooperation of youths with disabilities and their parents with professionals during the period of transition from education to vocational training and employment. Based on qualitative, longitudinal data material from the project, the present article illustrates the experiences of participative cooperation of the youths with disabilities who participated in the project along with their parents. Our main aim is to show the experiences reported by the interviewed youths and their parents concerning cooperation during the period of transition from education to employment. An additional goal is to provide impulses to improve the planning of vocational transition from education to employment in relation to the inclusion of youths with disabilities.

Improving Awareness, Identification, and Treatment of Motor Impairments in Autism.

Autism represents a heterogenous group of neurodevelopmental disabilities characterized by the presence of social communication impairments and focused and repetitive behaviors.1 Motor impairments are also a frequent co-occurring behavioral and neurologic condition in autistic individuals. These motor impairments include delayed motor milestones, atypical gait, poor visual motor coordination, and difficulties with balance and postural control.2,3 Recent large-scale national cohort and database studies have estimated that motor impairments can affect 35% to 87% of autistic individuals across a lifespan.4,5 Furthermore, motor impairments have been posited to be one of the earliest signs of atypical development in autism and can negatively impact the development of social communication, adaptive function, and participation in physical activity.6–9 Thus, identification of and interventions for motor impairments can improve multiple neurodevelopmental and physical health outcomes. Despite their prevalence and pervasive nature, motor impairments remain under recognized and under screened by clinicians and researchers. One reason for this gap is that motor impairments are listed as an associated condition in the Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition, with no standardized guidelines on how to evaluate or categorize these impairments. In addition, current standardized motor assessments are not tailored for autistic individuals and intellectual disability and do not capture the heterogenous nature of motor impairments that can be seen in autistic individuals.10,11 There is a need for more objective motor measures that can evaluate autistic individuals across a life span with a range of intellectual abilities. These objective measures can improve our ability to characterize motor impairments in autism which, in turn, can improve: (1) screening guidelines for clinicians, (2) evaluation of outcomes of motor-based interventions, and (3) referral to more targeted motor interventions.The Autism Intervention and Research Network (AIR-P) neurology node is uniquely positioned to address these gaps in the field. The neurology node aims to (1) use objective quantitative and qualitative motor measurement methods to improve motor phenotyping across the lifespan, (2) evaluate the benefits of motor-based physical activity interventions on motor skills, adaptive functioning, and physical health outcomes, and (3) disseminate evidence-based information to caregivers and clinicians to improve screening of motor impairments and referral to interventions.Given the AIR-P’s focus on physical health outcomes and well-being, it is also important to elaborate on the second aim of the neurology node, which includes evaluation of the benefits of motor-based physical activity interventions for autistic individuals. Motor impairments can pose a barrier to engagement in physical activity and organized physical activity programs (eg, soccer, dance, tennis, or yoga). It has been reported that only 14% of autistic youth meet the recommended 60 minutes of physical activity a day.12 Decreased levels of physical activity can compound co-occurring medical conditions already prevalent in autism such as obesity, lower bone mineral density, and hyperlipidemia.13 Engagement in organized physical activity also provides opportunities for developing peer relationships.14 Barriers to engagement in sports represent missed opportunities for autistic individuals to benefit from these meaningful social experiences. Additional barriers to inclusion of autistic youth in organized physical activity programs include caregiver reports of lack of awareness and accessibility of these programs and limited training of staff to support autistic individuals.9,12 The AIR-P neurology node will directly address these issues by conducting clinical intervention studies to evaluate the benefits of motor-based physical activity for autistic individuals. The first phase of this work is underway and is focused on evaluating the benefits of an expressive movement-based dance program on motor skills, physical activity level, social communication, quality of life, and adaptive function.15 The goal of this work is to provide evidence-based recommendations to caregivers, clinicians, and community providers on how to refer and support autistic individuals in organized physical activity programs.The AIR-P neurology node will use a multifaceted approach to address gaps in identification, awareness, and interventions for motor impairments in autism. Specifically, the node will use methods to improve motor phenotyping in autistic individuals, evaluate motor-based interventions, and disseminate this knowledge to the community at large. The data gathered from the neurology node can help inform other nodes and researchers engaged in the AIR-P network and ultimately build the evidence needed to improve the diagnostic and treatment approach for this prevalent co-occurring neurologic and behavioral condition in autism.

The inclusion of youth with lived experience of homelessness in emerging networked publics: Challenges in online storytelling and allyship

There has been considerable debate over the extent to which vulnerable and diverse populations are politically involved in decision-making. Specifically in Canada’s homelessness sector, there is a macro-level push to include individuals with lived experience of homelessness in the policymaking process. This research paper will explore the ways in which youth with lived experience of homelessness and their allies are engaging in online forms of activism and storytelling, and ultimately examine this interaction under the idea that media is both a practice and an imaginary. This study situates this argument in the wide critique of Jürgen Habermas’ exclusionary public sphere. Instead, this paper examines the emerging concepts of “affective publics” and “networked publics” to understand how online marginalized voices are only empowered to the extent to which they perform in mediated spaces to gain visibility. By drawing on Pierre Bourdieu’s articulation of social capital, this study examines recent examples of Canadian organizations amplifying youth voices on Instagram to interrogate some of the implications that arise in online allyship and storytelling. Keywords: affective publics, networked publics, youth homelessness, lived experience, storytelling, allyship, activism, social capital

World Journal of Entrepreneurship, Management and Sustainable Development

Purpose: This study examines the determinants of engaging in digital entrepreneurship (DE), focusing on women and youth male entrepreneurs who are owners of informal MSEs in Egypt. Design/methodology/approach: The study combines the theory of planned behaviour with the diffusion of innovation theory as a conceptual framework. It tests whether an entrepreneur’s characteristics, attitudes, goals, and the innovation attributes of social media, in terms of perceived relative advantage, trialability, and observability, have resulted in DE adoption. Data were collected through telephone interviews with 408 Egyptian women and youth male entrepreneurs who are residents of Greater Cairo and who own informal MSEs that only operate online. Findings: Results of the statistical analysis reveal the significantly negative impact of self-confidence and boredom on DE adoption. In contrast, making money, connectivity, self-actualisation, and minimising direct costs positively affect DE adoption. Practical implications: The findings will be useful to future entrepreneurs and educators. They should also benefit policy-makers that target economic development through MSE creation and the inclusion and empowerment of women and youths. Originality/value: This research contributes to the scant literature by providing a modified theoretical framework for future academic studies.

Youth Engagement in the Multilateral Energy Space in 2019-2021.

The multilateral energy space is an essential forum for exchanging best practices, setting common targets, and developing financing frameworks. While recent years have seen an increased focus on socio-economic aspects of energy access and energy transition, the role of youth has not come to the fore until recently. This article reviews whether and how youth were involved in the multilateral energy space spanning 2019–2021 and provides suggestions regarding possible next steps that could be taken. There is a positive trend of an increasing number of youth-dedicated events held at the margins of intergovernmental forums on energy. Still, there remain several gaps for a more robust inclusion of youth.

Civil-political activity of youth: general characteristics and peculiarities of its manifestation in the Internet environment

The subject of this research is the peculiarities of civil-political activity of youth. The relevance is substantiated by instability of meaning-forming ideals, loss of identity (including civil) by young people, change of values in public and individual consciousness in the conditions of social transformation and sociopolitical contradictions. Emphasis is places on people’s interaction with the dynamic and rapidly changing world in the era of digitalization, globalization, and sociopolitical instability, which entails the emergence of destructive manifestations in various forms of civil-political activity. The goal lies in determination of the peculiarities of civil-political activity and examination of the motives and methods of engaging youth in offline and online practices of civil-political activity. The empirical base of this research involves 639 university students in the city of Tomsk. The acquired result elucidate a range of important issues regarding the desire of young people to be engaged in political life of the country and show interest in political events. The article outlines the main forms of civil-political activity, most common of which are voting in elections, participation in online petitions and online protests. The article considers the most effective practices of online civil-political activity from the perspective of youth: creation of content on political topic, involvement of young influencers to political issues, inclusion of youth in solution of socially and politically important issues of society and rewarding them for being active, establishment of independent youth communities for free communication on political topics, etc.

INCLUSIVE COMPETENCE OF TEACHERS AS ONE OF THE KEY COMPETENCIES IN THE CONDITIONS OF THE NEW UKRAINIAN SCHOOL

Introduction. The article describes the essence of the concepts «competence», «professional competence», «inclusive competence» as a component of professional competence of a teacher. The purpose of our research is to reveal the phenomenon of inclusive competence as an integral characteristic of a modern teacher of the new ukrainian school. Methods. To achieve the purpose, a set of complementary methods: theoretical – analysis of normative documents, psychological and pedagogical literature and educational materials; synthesis, abstraction, generalization, forecasting, design, modelling; empirical – interviews, questionnaires, surveys, tests. Results. It was found that the unity of theoretical and practical readiness of a specialist to perform professional functions is a professional competence. Inclusive education is defined as a system of educational services based on the principle of ensuring the basic right of children to education and the right to receive it at the place of residence. Inclusive competence is interpreted as the level of knowledge and skills required to perform professional functions in an inclusive learning environment. The components of inclusive competence (motivational, cognitive, operational and reflexive) are singled out. The essence of each of the components of inclusive competence is clarified: – the motivational component of inclusive competence determines the direction, system of motives, needs, values of the teacher's personality, is a determinant of professional competence and a factor of its successful formation; – the cognitive component of the inclusive competence of the future teacher enables the integrity of ideas about socio-pedagogical activities, activates the cognitive work of the person, promotes the development and enrichment of cognitive experience; – the reflective component of inclusive competence is manifested in the ability to understand the basics of their own activities, during which they evaluate and rethink their abilities, personal achievements, as well as in the conscious control of the results of professional actions, analysis of real situations. Reflection enables self-knowledge, self-control, self-regulation and one's own self-development; – operational component of inclusive competence is the ability to perform specific professional tasks of sociopedagogical activities, to apply methods and experience of successful promotion of the process of inclusion of children and youth with special needs in the society of a secondary school, etc. Originality. The criteria and expediency of including inclusive competence in the structure of professional competences as a special competence are substantiated. Conclusions. Widespread implementation of the idea of inclusion in secondary schools of Ukraine largely depends on the qualifications of teachers. In this perspective, the problem of forming the Inclusive competence of the future teacher, which is an integrated personal education, becomes especially important. We see prospects for further research in the search for effective mechanisms and conditions that will contribute to the formation of inclusive competence in future teachers.