Education of children with disabilities in educational institutions instead of schools for exceptional children or remedial classes is a new and promising approach to the educational process in Russian pedagogy. The study allows us to conclude as follows: 1. The readiness of future teachers to work in the context of inclusive education should be a conscious and stable personality characteristic, which is a significant criterion in teaching the children with disabilities and is determined by the focus on the implementation of the principles of inclusion in professional activities. 2. The structure of inclusive readiness consists of inclusive culture; inclusive theory; the formation of civic identity of the future special education teacher; inclusive practice. 3. The main criteria for future teachers’ readiness to work in the context of inclusive education are as follows: value-motivational (adoption of the values of inclusion and their implementation in the pedagogical inclusive educational environment); personal (personal qualities of the teacher providing better organization of the pedagogical inclusive process); cognitive (awareness of the fundamentals of inclusive education); activity (activity of immersiveness in solving the problems of inclusive education) [3]. Based on the foregoing, the aim of the study is to improve the quality of training of future teachers for work in the context of inclusive education through the development of criteria for professional readiness. Research methods: theoretical (the analysis of psychological and pedagogical literature, comparison of existing patterns of inclusive training of teachers), empirical (involved observation, expert assessment), interrogatory, experimental (summative, formative and control experiments) methods of psychological and pedagogical research. The experimental test was carried out at the Faculty of Primary Education of the Dagestan State Pedagogical University. The study involved 51 students. The effectiveness of training students of pedagogical universities for work in a heterogeneous educational environment can be increased if: 1. Inclusive readiness is considered as one of the key components of professional training of future teachers. 2. The essence of the definition of “teacher’s professional inclusive readiness” is specified. 3. Inclusive culture is considered as the foundation for the formation of inclusive readiness.

inclusive education, inclusion, defectology, children with disabilities, professional readiness, educational environment