The article analyzes the problems of the practical implementation of inclusive education in the Russian Federation. It includes a brief analysis of the shortcomings of education in separate educational institutions (special correctional schools), information about the dynamics of the development of inclusive processes, modern statistical data including financial support for the inclusion in some of Siberian regions as well as justification of the high practical significance of forming inclusive competences in teachers. The definition of the concept is proposed. The article presents the structure of inclusive competences, the list of problems that have not yet been solved, a brief review of publications devoted to the analysis of teachers' readiness to realize inclusive education, data from the results of studies of students, which demonstrate an insufficient level of formation of the necessary competences in them. The methods used for anonymous questioning and testing of advances in the field of the knowledge component of the readiness proved a reliable difference between students who were initially focused on helping children with special needs and students who chose other pedagogical specialties. They showed a certain positive dynamics in their attitude to educational rights of the children of the discussed group. The author discusses the contradiction between the focus of the educational process in Russian schools on the priority of learning achievements and on other educational success criteria for most children with developmental abnormalities. The article considers the persisting risk of graduating teachers who only formally accept the values of inclusion. The article provides both a critical analysis of research studies aimed at forming readiness to realize inclusion and the effectiveness of the methods and techniques used in inclusive work. As a flaw, there is a tendency to consider the category of children with special educational needs regardless of reasons for their occurrence, as well as the researchers' poor knowledge of the long experience in correctional and pedagogical support in the country. The author emphasizes the need to engage all lecturers of pedagogical universities in the forming of possible prerequisites for the acquisition of inclusive competences in future teachers. The conditions that facilitate this process involve: including tasks for working with children with special needs during various training practices, using didactic techniques and means that increase students' emotional involvement, explaining to them the differences in the target results of education (the need to form life competences in children). References to studies on this problem are listed. Means of formation and evaluation of the components of inclusive competences in students are systematized, and emphasis is placed on the need to develop sustainable teamwork skills in them. Attention is drawn to the need to encourage teachers for success in educating children with special needs, to strengthen interaction with special teachers, and to prospects of a productive discussion of the problem.
