Abstract. Introduction. The article is devoted to the current topic - the formation of future teachers-speech therapists’ readiness for psychological and pedagogical support of students with speech disorders in the conditions of modern inclusive education. The purpose of the study is to provide methodological justification and develop a model for the formation of future speech therapists’ readiness for psychological and pedagogical support of students in inclusive education. Materials and methods: the study is based on the theoretical analysis of scientific and pedagogical literature on the research issue, the method of pedagogical modeling is used. The result of the study is the development of the model for the formation of future speech therapists’ readiness for psychological and pedagogical support of students in inclusive education, which combines interrelated blocks: target, content, technological and evaluative-effective. The content block presents the variable and invariant parts of the student’s professional training to solve the problems of psychological and pedagogical support of children with speech disorders in inclusive education. The article considers the technological component of the model, which includes organizational activities and methodological quality assurance of step-by-step professional training of the future teacher-speech therapist, justifies the use of technologies of educational, quasi-professional and educationalprofessional activities in the process of forming the readiness of the teacher-speech therapist for psychological and pedagogical support of children with speech disorders. In the evaluative-effective block, the levels of formation of the components of this type of professional readiness and the criteria for their evaluation are specified. In conclusion, the author defines the pedagogical conditions for the formation of the future teacher-speech therapist’ professional readiness for psychological and pedagogical support, which determine the effectiveness of the implementation of the developed model: the integration of psychological and pedagogical knowledge in the process of forming the readiness of teachers-speech therapists for psychological and pedagogical support of students with speech disorders; using interactive learning technologies in the process of teaching students, ensuring the formation of readiness to solve professional problems that arise in the process of psychological and pedagogical support of students with speech disorders; organizing systematic practical training of future teachers-speech therapists for psychological and pedagogical support of children with severe speech disorders; monitoring the level of readiness of future teachers-speech therapists for psychological and pedagogical support of students with speech disorders.