Communicative competence of future teachers in conditions of transition to inclusive education

This article considers the problem of formation of the communicative competence of students of pedagogical specialties for further work in the conditions of inclusive education. The importance of communicative competence in the educational process, especially its use with children with disabilities. Are allocated duties of the teacher, which include preparing children with disabilities, to the ability to interact with all kinds of public life, without any difficulties, providing total immersion in the educational process, learning the possible size of program. It emphasizes the importance of the formation of all these qualities at students of pedagogical specialties to work in educational institutions, particularly in institutions related to inclusive education. The paper provides definitions of communicative competence, indicated the importance of its implementation in the pedagogical process. The importance of learning to include children with special educational needs to interact with other children, to create among these couples, groups to work effectively in a variety of activities. The article reveals the dependence of the efficiency of interaction between the classroom and his team morale in the whole of the communicative competence of the teacher.