Currently, inclusive education is intensively included in the practice of the school. Teaching children with special educational needs, as an integrated approach, requires compensation for insufficient social development, and to look for optimal ways of teaching and raising children. Therefore, in modern conditions, the training of competitive specialists who have a high level of knowledge, skills and skills in the field of inclusive education is an urgent issue. As S.V. Alyokhina notes, that readiness for inclusive education is determined not only by knowledge training (professional), but also by psychological training, which is the basis for the successful implementation of inclusive education in the context of professional activity. It is formed in the process of professional training. The article discusses the scientific and the foundations of the study of the psychological readiness of future primary school teachers in inclusive education.