UNESCO has defined inclusive education as a phenomenon that implies equal access to quality and affordable education for all. Here, the main foundation is the acceptance of each student, taking into account his individual characteristics. It is based on humanism, the development of intelligence and physical and psychological processes, creative qualities of children, etc. The optimal implementation of inclusive education largely depends on the positive attitude of teachers and on their professional and personal readiness to implement their activities. The task of inclusive education is to ensure the comprehensive development of children with special educational characteristics, taking into account their individual and age, educational characteristics and involves the organization of educational and educational process, which is characterized by a high level of professionalism and readiness of teachers for professional personal development. Many researchers point to the lack of competence of teachers in the field of inclusive education, which show psychological barriers and professional incompetence. In this regard , when preparing future specialists in the structure of professional and personal readiness in the conditions of inclusive education , it is important to form psychological and professional readiness , etc . The article deals with the issues of professorial and personal readiness of future teachers to implement inclusive education.