The article examines the role of a special teacher in psychological and pedagogical support in the context of inclusive education. The analysis of the concept of psychological and pedagogical support in relation to children with disabilities is given, an overview of existing methodological approaches to the training of special teachers for psychological and pedagogical support is presented.

 The authors of the article define new functions and tasks of the professional activity of a special teacher in general education organizations, according to which the main components of the psychological readiness of a special teacher to perform these tasks and functions are identified, structured and described. Highlighting the psychological component in the general readiness of special educators to work in an inclusive environment is of particular interest, since in inclusive education their professional activities take place in conditions of great variability of developmental disorders and individual diversity of children, as well as in a diverse educational environment that must take into account the needs and interests of all its participants. Accordingly, the authors conclude that the nature of the psychological readiness of special educators to implement psychological and pedagogical support and their attitude to inclusive education largely determines the success of integrating children with disabilities into the general education environment.

The article was written as part of the grant funding of the Ministry of Education and Science of the Republic of Kazakhstan of the AR14870333 project "Training of special teachers for psychological and pedagogical support of children with disabilities in inclusive education".