The article represents the author’s view on the main aspects of the regulations of the organization of primary education of students with disabilities and mental retardation, which will help to formulate the mission of educational organizations in relation to children with special educational needs and to describe the general approaches to the implementation of the adopted mission taking into consideration the specific functions of a particular school. The authors give the interpretation of the personal and metadisciplinary outcomes of the inclusive education in primary school.

The article represents a phased and reasonable description of the model of professional establishment of a teacher starting from career guidance at school and finishing with the formation of key competencies - the need for pedagogical self-education and self-development. The model of professional establishment of a teacher in terms of variability of education allows systematizing the professional training of a modern teacher, ready to implement the contemporary psychological and pedagogical technologies and the systematic work on professional self-improvement.