The article presents an analysis of the current state of teacher training for the implementation of inclusive practices in the pre-school education system. In order to identify the readiness of teachers of pre-school educational organizations for pedagogical support of children with special educational needs, an analysis of the personnel of pre-school educational organizations in Almaty was carried out. Based on the analysis of educational programs and training plans for pre-school education specialists, the author substantiates the current composition of special professional competencies that a pre-school education teacher must possess in order to provide pedagogical support to pre-school children with special educational needs in an inclusive environment.