Development of teachers’ training system for inclusive education of children in Russia

The article is devoted to the problem of the formation of educators’ willingness and capacities in situations of inclusive education for children with disabilities. The adoption of the Federal Law “About Education in the Russian Federation”, Russian Federal State Educational Standard of primary education for pupils with disabilities, Teacher Professional Standard represents a significant challenge for educators, who are bound to renovate not only learning environment, but also all educators’ attitude to children with special needs. The analysis of development of the system of training of teachers to inclusive education of children with disabilities in Russia is presented, on the basis of study of experience of federal and regional models of the professional training, advanced training and retraining of pedagogical workers.