The article examines the problem of compliance of the training of special teachers with the requirements of inclusive organizations for effective psychological and pedagogical support of children with disabilities. The article analyzes foreign and domestic scientific approaches to the definition of professionally significant personal competencies of a special teacher for working in inclusive conditions. It is substantiated that the ongoing changes in the requirements for providing inclusive organizations with special teachers necessitate the need to target her for future professional activities in general education organizations. The purpose of the study is to study the problem of personal readiness of special teachers to work with children with disabilities in general education (inclusive) educational organizations. The authors highlight the existing problems in this process, provide statistical data proving the existence of a serious shortage of professionally trained specialists in inclusive education, analyze the main content of educational programs in special pedagogy in Kazakhstani universities, identify some, including personal, professional competencies necessary to work with children with disabilities in inclusive conditions. It is determined that the requirements of modern education present new challenges to the professional competencies of special teachers, which are necessary to work with a child with disabilities in an inclusive environment. As a result, the authors prove the existence of certain difficulties in providing special teachers to inclusive organizations related to the traditional focus of their training on special schools, as well as the lack of a holistic and scientifically based model of a universal specialist with a full set of completely new professional competencies: the ability to design an inclusive educational environment; adapt educational and methodological complexes for special educational opportunities of children having various disorders of psychophysical development; organize productive interaction with specialists, parents of normotypic and "special" children, provide them with the necessary advisory and methodological assistance, etc. The development of inclusively oriented professional and personal competencies among special teachers largely determines the success of the inclusion of children with disabilities in the educational process.

The authors substantiate the need to define and standardize new, inclusively oriented professionally personal competencies, which are reflected in the draft card of the profession "Special teacher" - an appendix to the professional standard "Teacher". The profession card developed by the authors can be a new and effective way to establish and streamline the functions of a special teacher in inclusive organizations. As a result of the conducted empirical research, some pedagogical recommendations have been developed and proposed to modernize the training of special teachers to work in an inclusive education environment.

Based on the study of the opinion of special teachers practicing in inclusive organizations, it is argued that inclusive education of children with disabilities requires a change in approaches to the training of special teachers, modernization of the content and directions of their training.