The implementation of inclusion poses fundamentally new requirements for the professional
competencies of teachers, which in turn determines the need for an empirically based competence
model of a teacher of an inclusive educational organization. A complex of university programs for
teacher training specifying the inclusive competencies could be used as an appropriate empirical base
of the study. However, this research logic has not yet been implemented and the study was devised
to fill this gap. Its purpose was to build a structural and meaningful model of an inclusive teacher
based on an analysis of inclusive competencies presented in the teachers’ educational programs
of universities. Content analysis was used to study the texts of 59 basic educational programs.
Frequency and factor analysis of the matrix of representation of competency indicators in educational
programs was also carried out. It was found that the semantic core of the inclusive competencies
of the teacher reflects the need to take into account the special psychological and pedagogical status of children in terms of their personal position in learning, the originality of their development,
health status and their specific educational needs. The integral inclusive competences of the teacher
are the readiness to: organize an inclusive educational process as a whole; organize an individually
oriented educational route; individual / collaborative support; and organize psychological and
pedagogical support; substantive / instrumental knowledge related to working with students with
disabilities. The competence profiles of teachers, set by university educational programs, are not
fully consistent with both the existing theoretical models of the inclusive teacher competencies
and the conditions for the implementation of inclusive practice. The research results include ideas
about five-component structure of teacher’s inclusive competence. The practical significance is in
the identification of the essence of the contradictions in the content of the university training of
teachers for work in inclusive education, the elimination of which will contribute to improving the
quality staffing of the inclusive education system.