The structure and the content of the competencies of inclusive professional education workers

The article describes the development and substantiation of structure and components of teachers' competencies whose activity takes place in the conditions of inclusive professional education for people with limited health abilities and disabled people. The relevance of this topic is determined by the law “On Education in the Russian Federation” in which is said that inclusion of students with limited health abilities and disabled students in professional organizations requires mutual adaptation of all participants and stakeholders of the educational process. Not only students need to adapt to the inclusion in the educational process, but the professional organization itself, its educational programs, teachers, teachers trainings, learning technologies and tools also need to be adapted to the needs of students with limited health abilities and disabled students. Methodological developments in the structure and contents of teachers' competencies, which are needed for performance of teaching activities in the conditions of inclusive professional education for people with limited health abilities and disabled people, are proposed in the article. These methodological developments can be recommended when developing educational programs of retraining and improvement of professional skill of educators.