The main problem is that the implementation of inclusive education requires teachers to actively participate in this process. The success of inclusion depends on the professionalism of teachers, their understanding of the importance and responsibility of their work, their knowledge of the development of children with different needs, as well as their personal qualities and approaches to work. However, one of the significant challenges in the organization of inclusive education is the lack of psychological and professional training for teachers to work with children with special educational needs. The goal of this study is to characterize the level of operational and practical readiness of teachers in general education institutions to organize inclusive education. To identify the teacher's operational and effective readiness to organize work in an inclusive environment, we used assessment methods such as self-examination, testing, and expert evaluation of work products. The conducted research allowed to assess the level of teachers’ awareness of the philosophy, methodology, principles and objectives of inclusive education; the features of teachers’ attitude towards children with disabilities and the process of introducing inclusion into education; how teachers organize inclusive education in their own pedagogical practice; what changes in the professional activity of teachers occur when children with normal and impaired development are taught together; what relationships are formed among all participants in the inclusive educational process, and what value principles they are based on.