Olga Yu. Popryadukhina

The relevance of the study is due to the entry into force of Federal Law No. 475-FL (2024), which establishes quotas for children with disabilities and children with health limitations in public and municipal recreation organizations. This legislative innovation creates a new socio-pedagogical context in which the key issue is the staffing of inclusive shifts in children's summer camps. A contradiction has been identified between the legally enshrined right of children with disabilities to equal access to organized recreation and the unpreparedness of the system of professional training of team leaders to work effectively in an inclusive temporary children's group. The aim of the article is to theoretically substantiate, develop and experimentally verify a model for developing inclusive competency of future team leaders. The methodological basis of the study was a set of complementary approaches: systemic, competency-based, activity-based, personality-oriented and inclusive ones. The study included theoretical methods (analysis, synthesis, modeling) and empirical methods (pedagogical experiment, questionnaires, testing, expert assessment). Statistical data processing was carried out using the Pearson criterion (χ²). The experiment involved 336 students in the area of training 44.03.05 «Pedagogical Education» at the Melitopol State University. The results of the study: the concept of «inclusive competency of a team leader» is clarified, its four-component structure is identified and substantiated (personal-motivational, cognitive, activity-based and reflexive-evaluative components), a model for developing inclusive competency of future team leaders is developed and tested. It has been experimentally proven that the implementation of the proposed model allows developing a proactive-creative (high) level of inclusive competency in 54.61% of students in the experimental group, which is 38.37% higher than in the control group (16.24%). The theoretical significance of the study lies in clarifying the essence and structure of the inclusive competency of a team leader, as well as in developing a scientifically grounded model for its development. The practical significance lies in the creation and testing of diagnostic tools, the author's original special course and methodological materials that can be used in the system of professional training for team leaders in universities, as well as in professional development programs.