Introduction. The paper examines the theoretical aspects of the problem of realization of inclusive education in Russia at the present stage and the professional readiness of teachers to implementing the model of inclusive education in the Russian educational system. The results of a pilot study, aimed at evaluating the psychological readiness of teachers of general educational institutions to professional activities in conditions of inclusive education, are also presented in the paper. Materials and methods. The research is based on the idea of psychological readiness for professional activity as a structure, which includes motivational, cognitive and personal components. Listeners of courses of professional retraining on defectological directions – teachers of general education and teachers of preschool institutions acted as respondents. The method of data collection used in the study was the questionnaire survey, and qualitative and quantitative analysis was also used to study the data obtained. Results. The conducted research made it possible to reveal the features of the motivational, cognitive and personal aspects of the teachers' readiness, which make it possible to characterize the psychological readiness of teachers of general education institutions for professional activities in conditions of inclusive education as inadequate, and also to testify to the lack of significant professional competencies required for a specialist working In inclusive educational space among teachers. Discussions and Conclusions. In the light of the growing inclusive tendencies in the development of the modern domestic education system, the problem of the psychological readiness of teachers to work in an inclusive school is especially relevant, since it is one of the main conditions of the effectiveness of the pedagogical process, includ-ing inclusive education. The results of the research that are described in this article indicate the need for further study and development in this direction.