This article examines the need for special specialists with high professional competence, including inclusive ones, who optimally respond to changes in the education system in Kazakhstan and are able to respond promptly. In this regard, the scientific foundations of the concept of «inclusive competence» are studied, attention is focused on the insufficient connections of theoretical knowledge and experience in the conditions of additional education of special educators, their professional development and the existence of problems that remain unresolved at the present stage.

The definition of the concept of «inclusive competence» and its own conclusions about the main components of the concept of «inclusive competence»  in the works and research of foreign and Kazakhstan pedagogical scientists were analyzed. According to the professional standard  «Pedagogue», one of the priority tasks of a special education teacher is to organize the teaching and upbringing of children with special educational needs, using specialized methods and technologies of corrective, developmental, educational, and sociocultural orientation aimed at their socialization and adaptation to society. The professional duties of a special education teacher also include providing consultations to specialists, parents, and other legal representatives of children with special educational needs on the application of these methods, as well as assessing the special educational needs of their families. Accordingly, this requires a high level of inclusive competence from special education teachers within the education system. The article addresses the issue of developing the inclusive competence of special education professionals.

In order to determine the level of development of inclusive competencies and the readiness of special teachers for professional activities, 2 surveys were conducted by special teachers of a comprehensive school (N=486) for the determining research stage.