This article is devoted to the study of personal and socio-psychological readiness of children with special educational needs for school in conditions of inclusive education. It was found out that the children with special needs in conditions of inclusive education (compared to the specialized preschool institutions) are readier for learning at school in psychological terms. Inclusive education has a positive impact on the development of psychological readiness for school of children with special needs with minor disturbances. The study of pupil's inner position showed that in comparison with specialized institutions the conditions of inclusive education provide lower percentage of children with dominating playing motive, higher percentage of children with educational motive, higher percentage of children who choose, school variant. of attitude towards school and learning and acknowledge the authority of a teacher. Having studied children's social and psychological readiness for school it was determined that in the conditions of inclusive education, compared to specialized institutions, the percentage of children with low and average level of formedness of social and psychological readiness was lower; the percentage of children with high level of formedness of social and psychological readiness for school was higher. The principles of mental development of children with special needs with minor disturbances are the same as healthy children's. Using the means of psychological and pedagogical support of these children in inclusive educational institutions can promote better adaptation, compensation and socialization of preschoolers with special needs.
