Abstract
This research addresses the issues of preparing teachers for inclusive education. The aim of the study is to identify the features of the teacher training system to enhance the effectiveness of inclusive education, to develop necessary skills, and to propose ways to improve the educational process in this field. The methodology includes theoretical analysis, empirical research, and surveys. The methods focus on examining the knowledge, experience, and needs of teachers in the field of inclusive education. The uniqueness of the research lies in its in-depth analysis of the social, psychological, and pedagogical aspects of the inclusive education system. The results of the research provide recommendations for improving the professional training of teachers in inclusive education. Additionally, the study offers specific practical recommendations and methodological tools for the development of the inclusive education system, which helps improve the quality of education. The article discusses the preparation of teachers for working in inclusive education settings. It describes the methods and components of professional competence, with special emphasis on the teacher's readiness to work with children with disabilities.