The article discusses the need for teachers working in general education organizations to form professional qualifications in the integrated education of children with developmental disabilities and what requirements may be imposed on their professional activities, what can and should change in their professional and personal development. In the study, practical work was carried out by teachers of Secondary School No. 11 named after E. Berlykozhauly in the village of Erkin, Taldykorgan, Almaty region, aimed at improving the experience of inclusive education, the formation of competence in connection with the lack of readiness of teachers to carry out their professional activities in the new conditions. Based on the results of this work, recommendations are given. The practical value of the research results is that a set of developed and tested diagnostic methods allows teachers of higher schools to diagnose the levels of formation of inclusive competencies of future teachers.