Pedagogical conditions of university teachers' methodical competence development in inclusive education conditions

Urgency of the problem of universities' providing of professional staff in realization of the mechanism of inclusive education has led to the choice of the research's theme. The aim of the article is to justify theoretically and uncover pedagogical conditions that contribute to development of teachers' methodical competence in conditions of inclusive education. Development of methodical support materials, active involvement of teachers in inclusive education and individual program development are described. The main methods of the research are analysis of psycho-pedagogical, methodical and legislative literature on this issue dedicated to problems of teachers' methodical competence in conditions of inclusive education and also diagnostic methodologies.