The article discusses some approaches to developing conceptually new cognitive models and algorithms of forming and evaluating key and digital competencies of teachers in inclusive education, aimed at constructing management decisions when organizing additional professional education in conditions of the digitalization of general education. The significance of the research is in the need to identify the level of and to improve the foundational digital competencies of teachers in conditions of digital transformation of education.Nowadays, due to a mass shift towards online education internet users, especially children with disabilities or with special needs, find themselves in the risk zone, and urgently need to be immersed into the field of digital technologies. The results of research on identifying digital competencies in this situation show that the problem is in the contradiction between the indicators of use of electronic teaching and distant education technologies in general education organizations and the level of development of digital competencies among teachers who work with such children.The authors identified approaches to building and evaluating key and digital competencies among teachers and analysed the issues of organizing and implementing advanced training programmes for teachers, including those who work with children with disabilities or with special needs.The results of the research will contribute to updating the content of additional professional education system; creating a modern digital educational environment, where the development of key and digital competencies among teachers will promote a systemic introduction of a wide range of modern methods and foundational technologies of digital education.

inclusive education, additional professional programmes, foundational digital competencies, adapted educational programmes, digital educational environment.