Abstract
The article analyzes foreign and domestic scientific approaches to determining the professional competence of a special teacher for work in an inclusive education. In the context of the active spread of inclusive education in the country, it seems important to modernize their training for work in inclusive schools. The authors prove the need to improve the competencies of special teachers in the context of an educational inclusive process. The development of inclusively oriented professional and personal competencies among teachers largely depends on the success of the inclusion of children with special educational needs in the general educational process. Based on the study of the opinions of practitioners in inclusive organizations of special teachers, it is argued that inclusive education of children with special educational needs requires a change in approaches to training special teachers, modernization of the content and directions of their training.