The article presents the result of the work on the determination and formulation of mandatory professional competencies of the educational psychologist, providing support for an inclusive educational process, as well as indicators of their achievement. They are the target guidelines for the content of the master's program «Psychology and pedagogy of inclusive education» in the direction of training 44.04.02 Psychological and pedagogical education in the framework of the development of the approximate basic educational program of the master’s programme.

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the article actualizes the need to carry out research activities at the university; presents the definition of scientific communication and describes the nature and specifics of the organization of various forms of scientific interactionboth mass scientific events and group forms of interaction of participants. The need to focus on the target audience of participants and the tasks of conducting scientific events to ensure their effectiveness is emphasized.

The article discusses the prospects for further development of inclusive education, taking into account the achievements of ten years. The main steps in this direction are described through the prism of ideas about the phenomenon of development. It seems most expedient to change the infrastructure of an inclusive educational space through the organization of the activities of resource organizations and internship sites. The methodology of mutual training of teachers, the cohesion of an inclusive professional pedagogical community is considered by the authors as fundamental at this stage of development.