Special aspects of formation of inclusive literacy of the students of pedagogical and non-pedagogical training at a university

Nowadays, the guidelines of social and educational inclusion are reflected in federal state standards higher education latest generation form competence-based results a future university graduate. The inclusive competence must be formed by graduates all training programs regardless nature their professional activity. Most teachers express doubt about necessity making universal, based on specific wording this represented for bachelors specialists. study proposes literacy as an alternative to competence, which is defined authors context functional approach different aspects human life. paper justifies expediency considering rather than or culture; formulates content definition broad understanding inclusion. conducted survey 386 students Southern Federal University studying under pedagogical non-pedagogical programs. Based analysis results, identified common problems occurring when implementing practice formation programs: insufficient essence its majority mostly narrow context; low awareness regulatory grounds inclusion; formal attitude issues mediated specifics show that it necessary review recorded State Educational Standard Higher Education 3++ correlation with literacy.