Relevance: persons with special educational needs require professional qualifications. This leads to the actualization of the issue of expanding the professional and pedagogical profile of the teacher of the P(V)E school and the inclusive competence acquisition. Aim: to analyze the legal documents on the provision of inclusive education in the system of vocational education and training and study the needs of teachers of P(V)E school in the formation of inclusive competence. Methods: theoretical (analysis, synthesis, generalization); empirical (interviewing methods, conversation). Results: it has been found out that the problem of expanding the professional and pedagogical profile of the teacher of the professional (vocational) education school in the direction of his inclusive competence development needs to be addressed. It has been established that the creation of the barrier-free educational environment and the architectural accessibility of facilities in educational institutions for education applicants with special educational needs is necessary. The vast majority of teachers require the specially organized training on issues of inclusion introduction. It has been defined that teachers identify such forms of increasing the inclusive competence as training, specialist counseling and full-time targeted courses. The experience of forming the inclusive competence of teachers through the introduction of formal, non-formal and informal education has been presented. It has been stated that it is important to establish cooperation between educational institutions and regional inclusive resource centers. It has been proved that teachers need assistance in developing an individual curriculum for the education  applicants with special educational needs and evaluation of its implementation. Conclusions: the introduction of inclusive education in the system of vocational education and training will give the opportunity to obtain the working