Methodological foundations for the development of a model of the content of training teachers to work with children with disabilities in the context of a dual-profile bachelor’s degree

The article presents the methodology that underlies the Model of the content of training teachers to work with children with disabilities. The model is based on four methodological approaches: competence, participatory, activity and evidence-based, which assume the readiness and active involvement of teachers in creating conditions for the implementation of the right to quality accessible education for all children without exception. The main values of education for children with disabilities are defined.