Introduction. The article is devoted to the current topic - the formation of the readiness of future teachers-speech therapists for psychological and pedagogical support of students with disabilities. The system of peda-gogical monitoring of the readiness of future speech therapists for psychological and pedagogical support of students with disabilities is described in detail. The purpose of the study is to monitor the readiness of future speech therapists for psychological and pedagogical support of students with disabilities. Materials and meth-ods. A theoretical analysis of scientific and pedagogical literature on the problem of research, a system of pedagogi-cal monitoring are presented. The criteria of the future speech therapist's readiness for psychological and peda-gogical support of students with disabilities are defined: the motivational component of readiness (the presence of the future speech therapist's motives, goals, needs for professional training, the formation of interest in psy-chological and pedagogical support of students in inclusive education); cognitive component of readiness for psychological and pedagogical support (availability of a set of scientific knowledge about psychological and pedagogical support of students in inclusive education, knowledge of speech therapy technology, its essence and structural components, technology for solving problems of training and education); activity component (ability to apply special knowledge in practice, skills of diagnosis and assessment of problems of speech development and correction, knowledge of technologies of psychological and pedagogical support, ability to anticipate and predict the development of the process of psychological and pedagogical support of students in inclusive educa-tion); reflexive component of readiness for psychological and pedagogical support (assessment of the impact of psychological and pedagogical support on the child’s speech development, the ability to analyze and self-evaluate the results of their professional activities). Each component of readiness for psychological and peda-gogical support of students is evaluated at three levels: low, medium and high. The result of the study was a qualitative assessment of the level of readiness of future speech therapists for psychological and pedagogical support of students with disabilities. In conclusion, the author presents empirical data on the monitoring of the readiness of future speech therapists for psychological and pedagogical support of students with disabilities.