Abstract:
The article addresses potential issues surrounding the development of the integrative readiness of pre-service
teachers to work in inclusive classrooms in Ukraine. Integrative readiness is an open, dynamic, synergistic system
functioning of cognitive, motivational, affective, and selective processes which is developed through the purposeful
training of future teachers for work in inclusive, which is included in the educational social environment as a tool for
acquiring productive knowledge, forming integrative skills. The structure of integrative readiness includes
personality orientation; ability to perform their duties, professional competences; productive knowledge that the
student receives from environmental information based on personal prior knowledge, skills, personal and
professional qualities, and integrative skills that demonstrate the ability of an individual to make independent
decisions and appropriate actions in unpredictable new situations.
