FORMING PSYCHOLOGICAL AND PEDAGOGICAL COMPETENCIES OF TEACHERS IN THE INCLUSIVE EDUCATION SYSTEM

The article is devoted to the problem of forming psychological and pedagogical competencies of teachers in the inclusive education system. Despite the fact that inclusive education develops intensively in the majority of foreign countries the problem of training skilled teaching staff, who are able and ready to implement the idea of inclusive education, is still burning in the world. It has become an urgent issue for Russian system of education, as it is at the very beginning of this complicated and multifaceted process. The article summarizes and systematizes the basic approaches to the problem of professional training of teaching staff in the inclusive education system in terms of Russian and foreign studies (in the field of philosophy, culture, psychology, pedagogy). It analyzes the necessity of implementation of inclusive education in comprehensive schools according to the requirements of statutory and regulatory enactments. The article reveals the lack of holistic theoretical and practical comprehension of the problem of training teachers to implement inclusive education. It is theoretically and practically important to study the development of psychological and pedagogical competencies of teachers in the system of inclusive education, as the findings of the research may contribute to the improvement of teacher training process and upgrade their skills in inclusive educational establishments. The results may also be used in practice by teachers of different educational background.