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The article deals with the topical issue of professional becoming of students with hearing impairments. Psychological readiness to become a professional is considered as a complex dynamic formation consisting of some motivational and operational components. The motivational component is related not only to the willingness to be learned but it depends on the social identity of a university entrant with hearing disorders that, in turn, determines his\her commitment to the integration into educational and professional environment. The operational component reflects the skill to manage personality and emotional-volitional resources for achieving professionally significant targets. It is evidenced that the psychological readiness to become professionals of the students with hearing impairments is formed by the third year under the influence of the inclusive education medium of a technical university. According to the results of the research it was revealed two groups of students: the first one with the higher and the second one with the lower levels of psychological readiness for being professional. The interdependence of these components was illustrated in the example of learning disciplines of Mathematics. The significance of research design activity to develop an art personality and professional becoming of students with hearing impairments was determined. It was concluded that the students with a lower level of psychological readiness to become professionals should be considered as particular subjects of the addressed social and psychological support. It is necessary for them to form deliberately communicative and cognitive competences, competences of self-regulation and selforganization and also the social identity.

Psychological readiness for becoming professionals in students with hearing impairments studying at a technical university