Professional qualification of teachers: counseling children with disabilities in view of trends in teacher education of the 21st century

The article discusses theoretical, methodological and organizational aspects of teachers’ professional qualifications in counseling children with disabilities. Taking into account innovative trends in Russian education, we carry out a special analysis of the key problems and tasks of professional teacher education. The essence and structure of the educational category “teachers’ qualification in comprehensive counseling for children with disabilities” is considered. We also present the methodology for developing and improving qualification of teachers in this area. Based on the structural and functional analysis of legislative acts regulating the field of education, case studies and our own empirical data, the basic aspects of the current state of the problem are identified. We single out the social, educational, professional-pedagogical and personal determinants of how teachers can develop and improve their skills and competence with respect to psychological and educational support of children with disabilities.