SCIENTIFIC AND METHODOLOGICAL SUPPORT FOR THE DEVELOPMENT OF INCLUSIVE COMPETENCE OF VOCATIONAL EDUCATION SPECIALISTS UNDER MARTIAL LAW

With the beginning of the large-scale war unleashed by the russian federation on the territory of Ukraine, the topic of inclusive education of students with special educational needs faces special relevance and new challenges. Today, the Vocational Education system is under extreme stress due to factors such as migration, dynamic economic changes caused by the war, and lack of funding, exacerbated by the country's defense needs. Personnel of the Vocational Education in practice are faced with the need to provide psychological and pedagogical support for young apprentices affected by military actions (internally displaced persons; persons who have survived violence or a psychotraumatic situation; lost loved ones; have a stressful reaction to events in the country, various psychological injuries, etc.). Personnel of Vocational Education also need to develop their own skills of endurance and stress resistance, this is a necessary condition for them to fulfill their professional duties in conditions of war and uncertainty.Purpose. The article presents the justification of directions and content of scientific and methodical support for the development of inclusive competence of Personnel of Vocational Education in the conditions of martial law.Results. Improved readiness of personnel of Vocational Education for the inclusive education of students with special educational needs can become an important factor in the development of personal professional competence and the improvement of the quality of education, if: knowledge and skills in working with students with special educational needs are clearly defined and scientifically substantiated as a necessary component of special (professional) competence; the preparation of Personnel of Vocational Education for the inclusive education of students with special educational needs functions as a holistic system that includes professional development during the course (attestation) period, scientific and methodological support of continuous professional development of teachers in the inter-course period; teaching staff of the Vocational Education are included in the network educational digital space, which supports the provision of advisory and facilitative assistance.Conclusion. The structural and functional model of the development of the inclusive competence of vocational education specialists as a component of the Unified educational and digital ecosystem BTICPE ensuresthe organic integrity of the content of teacher training in the course (attestation) period, scientific and methodological support in the inter-course period, independent, research activities, aimed at the development of inclusive professional competence of vocational education specialists and the implementation of inclusive education technologies for students with special educational needs.