The relevance of this work lies in the analysis and scientific-pedagogical study of a problem that is new for contemporary pedagogy, and it concerns the issue of teaching children with special educational needs in mainstream schools without placing them in special educational institutions, as well as the issue of training specialised teaching personnel. An analysis of the current work in the field of inclusive education performed by specialists trained at a higher education institution under the educational programme "6В01401 – Physical Culture and Sport" revealed a number of contradictions: — first, between the need to develop and improve the system of inclusive education within the general education system and the insufficient level of readiness of graduates of pedagogical universities to work with children with special educational needs; — second, between the requirements placed by society and schools on the level of training of future physical culture and sport specialists working in the field of inclusive education, and the insufficient development of theoretical, methodological and practical technologies for the professional training of such a specialist in higher education; — third, between the need for the successful professional realisation of physical culture and sport specialists working in the field of inclusive education, and the absence of validated instruments for assessing the level of psychological professional readiness. The aspiration to find ways of resolving these contradictions determined the scientific problem of our study: we sought an answer to the question, "how can the psychological-pedagogical and didactic conditions for the effective preparation of a future teacher to work in the field of inclusive education be ensured?" We believe that solving the stated problem will make it possible to improve, adjust and forecast work with students, as well as to form the personal qualities of future physical culture and sport specialists in order to develop and raise their level of professional readiness to work with children with special educational needs — a process closely connected with the professional and personal development, self-improvement and professional adaptation of the future specialist.

Inclusive education, physical culture, sport, level of professional readiness, future specialist, professional and personal development, self-improvement, professional adaptation.