Inclusive dispositions and competences of school teachers: problems of interrelation

Introduction. Diversification of education of children with special needs, carried out on the basis of the inclusive educational paradigm, actualized the tasks of formation and development of inclusive competencies of teachers in general educational organizations. These competencies, however, should be considered in their connection with inclusive dispositions of a teacher as meaning structures of his/her personality. But the problem of interrelation of inclusive dispositions and teachers’ competences has not been empirically developed so far. Establishing the nature of the relationship between inclusive dispositions and competences of teachers of general education organizations was the purpose of the study, which was implemented in the context of the typological approach to inclusive dispositions of teachers and the materials of which are presented in the paper.