The article is devoted to topical issues of psychological readiness of teachers for professional activity in the conditions of inclusive education and digitalization.  It is emphasized that the dissemination of the idea of inclusive education actualizes the need for professional training of teachers to work in inclusive education, in which the main role is played by psychological training of teachers. In addition, it is noted that psychological preparation for work in inclusive education, in turn, relies on emotional intelligence. According to the authors, the development of emotional intelligence of teachers will help not only solve the problem of psychological readiness for professional activity in inclusive education, but also overcome psychological barriers in mastering the didactic capabilities of information and communication technologies, as well as painlessly adapt to the rapidly developing modern digital environment.      The article establishes that on the basis of experimental work, highly developed emotional intelligence allows to adequately respond to emerging loads (excessive emotional loads), as well as to correct and prevent them. In the course of experimental work, a test was used to identify the syndrome of emotional burnout and the diagnosis of N. Hall to determine the level of emotional intelligence. The didactic possibilities of a specially organized special course, interactive methods and innovative technologies in the development of emotional intelligence are also revealed.