Inclusive education should ensure the successful socialization of all children, regardless of their psychophysi-cal development and condition. The purpose of the paper was to study the necessary professional and personal competen-cies of pre-service teachers of inclusive education, as well as to search for methods of forming necessary competencies among students at a university. In this study, we used several general theoretical methods of scientific cognition and infor-mation collection. In the course of thestudy, we examined concepts such as “inclusive education”, “pedagogical and psychological readiness”, “personal qualities”, etc. A set of methods were developed aiming to develop the necessary competencies for pre-service teachers of inclusive education. It was established that working in an inclusive classroom re-quires a teacher to have a wide range of personal characteris-tics, as well as pedagogical and psychological readiness to work with children that have different educational needs. The practical significance of the study is conditioned upon the fact that the developed set of methods is ready for use in the ped-agogical activity. Thus, it would be effective in the process of formation of the necessary qualities and development of pro-fessional and personal readiness of inclusive education pre-service teachers.
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