Abstract
The relevance of the research is conditioned by the need for a detailed study of the theory and practice of the development of inclusive competencies in the professional training of school teachers. In this sense, this work aims to identify the main stages of the development of inclusive competencies among teachers, develop methodological recommendations aimed at facilitating the process of developing inclusive competencies among teachers, determine the stages of implementation of the technology for the development of inclusive competencies for the training of school teachers, describe theoretical and practical aspects in the development and implementation of competencies, as well as describe the priorities of using inclusive approaches in working with children. The main research methodology of this work is a comprehensive analysis, the purpose of which is to study the theoretical and practical characteristics of the development of inclusive competencies among teachers in the context of a complex structure of higher pedagogical education and the school educational system. Furthermore, the following research methods were involved in writing this article: logical reasoning, comparative, synthesis and deduction, classification. The article details the findings of the analysis, points out the key phases in the evolution of inclusive competencies in teachers, offers methodological advice to improve this development, establishes the phases of application of technologies in the formation of inclusive competencies for educators, addresses theoretical and practical aspects of these competencies, and highlights the importance of inclusive approaches when working with children. The materials of the document are of practical value for teachers and students of pedagogical universities, teachers and other employees of secondary schools and schools for children with special needs. Keywords: inclusive competencies; specialist; physical Culture; sports; pedagogical process; university.