| Summary: | The article considers the need for the formation of professional integral methodological competence of teachers in an inclusive educational space. The authors offer qualitative characteristics of formation levels of the studied competence (low, medium, high), describe the structural components of the formation of professional integral methodological competence of teachers in an inclusive educational space. The studied competence will allow teachers to be ready for dynamic changes in the educational process in an inclusive educational space, it will contribute to the intensive accumulation of academic knowledge of children with disabilities and allow to form life competencies and master knowledge, skills and abilities necessary in everyday practice.
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