POSTGRADUATE EDUCATION AS AN IMPORTANT FACTOR OF MODERN PHILOLOGY TEACHER’S INCLUSIVE COMPETENCE DEVELOPMENT

Introduction. Postgraduate education of teachers is a special place among the priorities of modern education. The development of teachers of philological disciplines' inclusive competence as a component of their professional competence is defined as a logical and purposeful process of qualitative changes in professional knowledge, skills, and motives, professional and personal qualities. Purpose. To highlight the content of inclusive component of postgraduate education for philological disciplines teachers. Results. The content of the topic «Inclusive education: problems and perspectives», which is read to all categories of students of advanced training courses (in particular, teachers of philological disciplines) was compared with the topic «Inclusive education: problems and prospects of teaching a foreign language to children with special educational needs». Originality. A comparative analysis shows that the content of the latter topic is broader, practically oriented and aimed at a separate category of teachers. Extension of the content of the topic is due to the association with the recommendations on the training of different categories of children with special educational needs and information about the legal framework of the organization of inclusive education. In addition, it should be noted that during mastering a theme «Scientific and methodological principles of teaching foreign languages at different age stages», which is an integral part of foreign language teachers' postgraduate education, a separate aspect is the disclosure of the content of the continuity of pre-school and primary education in the organization inclusive education for children with special educational needs. During the training sessions «A Modern Lesson in the Context of Competency Approach», the attention of teachers is drawn to the issue of planning a lesson in the presence of children with special development in the classroom. A separate topic of the programmer of courses for foreign language teachers' advanced training is the theme «System of work with pupils with difficulties in learning a foreign language». Conclusion. Today the introduction of the inclusive component of postgraduate education of philology disciplines teachers, in particular foreign languages, has been launched. We believe that the prospect of further scientific research in the direction of the outlined problem may become the possibility of working out an inclusive component in modules of various topics of the curriculum of courses for philological disciplines teachers.