At the present stage of development of education, very important has been the problem of training specialists which would be able to meet the educational needs of different categories of children, including children with special educational needs: with a delay of mental development, with disorders of the work of the locomotory system, with various disorders and disorders of mental processes (imagination, attention, memory, speech, thinking). Many countries, including in Ukraine, have practiced the principle of integrated approach - providing children with different deviations in development, the possibility of studying in general educational establishments with ordinary children, and the mandatory creation of additional conditions for special assistance and support. Changing the conception of learning in the direction of inclusion of people with special educational needs in the general educational space has required a change in the views on the training of future specialists and the ways of their preparation. The formation of the readiness of future educators to work with preschool children in the conditions of inclusion involves taking into account the complex of such pedagogical conditions: 10 implementation of the context approach in the formation of motivational-value facilities for the organization of inclusive education of preschoolers; 2) synthesis of the content of disciplines of psychological and pedagogical cycle in special courses on the organization of educational work with children of preschool age with limited psychophysical possibilities; 3) ensuring the continuity of the stages (information-oriented, quasi-professional, activity) as a combination of theoretical and practical training. The first pedagogical condition involves the usage of technology context learning, which enables to form a coherent structure of future student's professional activities and is aimed at the development of activity and the organization of independent work, the development of cognitive interest of future educators. Providing the second pedagogical condition will allow to resolve the contradictions between the complication of the professional activity of the educator of the kindergarten and the insufficient level of formation of knowledge and skills to work in conditions of inclusion, taking into account its specificity and psychological and pedagogical features of children of preschool age. The third pedagogical condition contributes to the effective implementation of the process of formation of the inclusive competence of future educators in the process of vocational training is to ensure the continuity of the stages of forming the readiness of future educators, the development and application of the formed key competencies in the practical and research activities of students.
Keywords: inclusive competence, inclusive education, pedagogical conditions, information-oriented, quazi-professional, activ