Inclusive competence as an integral component of the professional development of teacher

The process of acceptance by society of such a socially unprotected cell of society as people with disabilities has a long history, and still continues. Some areas of human life are still not always available to people with disabilities. The Federal Law “On Education in the Russian Federation” was of a great importance for this category of people, because it guaranteed them equal rights and opportunities in education. Because of it legal documents have also changed, including the Federal State Educational Standard of Higher Education, which regulates the learning process in educational institutions of higher education. The article is devoted to the study of the terms “inclusive competence” and “inclusive competency”, their definitions and comparison. Taking into account the current demographic and social situation in the world, every qualified teacher should be competent in matters of inclusive education, and for this he should have formed inclusive competencies that are laid down during training. The paper presents options for training a competent graduate in the conditions of obtaining vocational education, and also describes an example of the implementation of the formation of inclusive competence on the basis of the Altai State Institute of Culture among students of the choreographic faculty. Professional modules are described, in which topics on inclusive pedagogy, the author’s program and its sections, as well as the results after the completion of the program are added.