The successful organization of the inclusive educational process requires the following from a teacher: full informational readiness, mastery of appropriate pedagogical technologies, knowledge of corrective pedagogy, knowledge of the individual characteristics of children with disabilities, the ability to model a lesson in accordance with the educational needs of schoolchildren with disabilities, emotional acceptance of children with developmental disorders, the ability to include them in common activities during the lesson. Thus, it can be stated that in order to prepare future teachers to work in inclusive education conditions, it is necessary to develop an educational model that includes the above-mentioned elements. Such a model will optimize the training of teachers and improve the structure of inclusive education, generating greater effectiveness in teaching children with disabilities. The purpose of this study is to analyze the level of preparation of teachers to deal with the inclusive educational context. The methodology used includes: sociological investigation, questioning of teaching staff and scientific observation of the educational process. The results obtained after synthesizing the research data indicate that teachers show an insufficient level of understanding of the concept of inclusion, have limited knowledge about the characteristics of the psychophysical development of children with disabilities, insufficient practical skills in terms of training these students and inadequate skills in organizing a process educational complex in an inclusive environment. Therefore, it can be concluded that in order to prepare future teachers to work in the context of inclusive education, it is essential to develop an educational model that includes the identified elements. This model will contribute to increasing the effectiveness of teacher training and improving the structure of inclusive education.