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Abstract: The aim of the study is to define the degree of professional and personal preparation of a teacher to work with students in inclusive education. Numerous researches show that the success of realization of inclusion depends on the teachers’ positive attitude to it and on their professional and personal preparation. The work of the teacher in the inclusive classroom goes beyond the traditional activities of a teacher of a secondary school and includes social education, rehabilitation, diagnostic, psychotherapeutic and rehabilitative work. Training different categories of children needs a teacher with certain mentality and a high level of professional competence. The article further specifies the concept of "professional and personal preparation of the teacher" from the position of inclusive education. It reveals the general features of professional and personal preparation of the teacher working with different categories of children. Within the framework of competence-based approach, preparation of the teacher for the realization of his professional activity in inclusive education is treated as integrated person-centered education including motivational and value-oriented, operational, active, reflexive and evaluative components. The undertaken research shows that with the majority of teachers the above mentioned components of preparation to work in the conditions of inclusive education have not been properly formed. The presented material can be used in the process of development and harmonization of structural components of preparation of the teacher to work in the conditions of realization of inclusive practice.