The methodological support system of advanced training of educators

The article deals with the problem of improving the professional training of teachers for inclusive education. The possibilities of a unified methodological context-competence approach to ensure the advanced training of teachers in the development of inclusive education are discussed. It is noted that this approach determines the activation of training. The contradiction between the need for special knowledge, which ensures the professionalism of the teacher in practical activities and the lack of the majority of listeners of the professional skills to teach children with disabilities, is actualized. The author's system of the choice of forms of training, methods and techniques of providing advanced training of educators, designed to promote the professional growth of teachers engaged in teaching children with disabilities is presented. Special attention is paid to overcoming the reproductive nature of advanced training. The method of problem presentation of educational information is involved for this realization. The guidelines for the development of the content of advanced training of teachers of educational organizations based on the requirements of Federal state educational standard of general education of children with disabilities for teachers of all disciplines. The results of the survey of listeners are presented.