The relevance of the study is due to the fact that to ensure a high-quality educational process in a preschool institution, it is necessary to prepare educators to work in inclusive groups, that is, to equip them with knowledge and skills to teach and educate children with special educational needs. The purpose of the study is to analyse modern approaches to improving the qualifications of teachers of preschool education institutions on the problem of inclusive education of children and find effective ways of professional development of teachers on this issue in the conditions of the Institute of postgraduate education. The methodological basis of the study was the papers of Ukrainian and foreign specialists in the field of inclusive education. General theoretical methods are used to solve these problems: analysis, induction, deduction, comparison, generalisation of information from theoretical sources, and the typological method. The necessity of implementing a system of approaches to the professional development of preschool education teachers on inclusive education issues is substantiated. The results of a survey of teachers of preschool education institutions in Kyiv, according to which, it was established that the vast majority of participants need special training on the problems of inclusive education and consider the institute of postgraduate education as a place for such training. Effective approaches to improving the skills of educators are identified, in particular, the use of active methods in teaching and the inclusion of practical classes in the educational process based on inclusive institutions. Among the most popular subjects for professional development are the following: organisation of the educational process, cooperation with an assistant, development of didactic equipment, cooperation with parents, psychological support for the teacher. The practical importance of the research consists in informing teaching teams of postgraduate education about the specific features of the needs of preschool teachers in the field of advanced training on inclusive education. This problem is of interest to students, who receive a pedagogical speciality