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The article reveals theoretical and methodological aspects of classical university students’ preparation for professional activity in inclusive educational environment. It also includes survey results based on students’ knowledge evaluation in Inclusive Pedagogy. Basic concepts of Inclusive Pedagogy are integration, inclusion, inclusive education, children with special educational needs, object and subject of Inclusive Pedagogy. The article also deals with the evaluation results of how students understand inclusive education priorities and values as well as the results of introducing some inclusion aspects to the curriculum. Quantitative and qualitative implementation results of students’ training model for working in inclusive environment are presented. The components of the model are as follows: normative and legal, motivational and objective, substantial and informative, operational and technological, organizational and planning, emotional and volitional, evaluative and reflexive, productive and correcting. Pedagogical conditions aimed at the improvement of teaching children with special educational needs are revealed and evaluated in the article

Future Teacher Training for Work in Inclusive Educational Environment: Experimental Study Results