The whole civilized world commonly practices including of all the children into educational system regardless on their abilities or cultural and social status. In this context there is a topical issue of creation of a social environment within an educational institution that shall allow a child to fulfil him/herself, to feel inner connection with the world around, to realise his/her importance for the world. The objective of this research is to model the process of formation of readiness in teachers of elementary school to work within inclusive education. The article describes basic parameters of professional and physiologic readiness of elementary school teachers to inclusion of a child with special educational needs into educational process: new conception thinking, ability to realise personal and social value of work with children with special educational needs, readiness to continuous learning and self-development. In order to create effective ways of training teachers to work within inclusive education the methods of theoretical analysis and synthesis were used. The results of the study might be used in preparation of teachers to work in inclusive schools is a complex and systematic work, including professional selection of applicants to the pedagogical specialty and the inclusion of psychological and pedagogical disciplines with information about inclusive education.