The evidence from practice shows that currently teachers are not competent enough in the field of inclusive education. Consequently, in the context of inclusive education, there is a growing need to train teachers who will teach students with disabilities. The purpose of the academic paper is to study the features of teachers’ training for conducting activities in the conditions of inclusive education on the example of the experience of the European Union’s member states. Methods: theoretical analysis, abstraction, description, observation, graphical representation, systems analysis, comparison, experiment, measurement, modeling and generalization. It has been determined that Luxembourg, Denmark, Sweden, the Netherlands and Austria have occupied leading positions in the Inclusive Development Index in 2018, according to which the level of inclusive development of these countries is very high. It is proposed to conduct a study of the features of teachers’ training for conducting activities in the conditions of inclusive education, based on the experience of Luxembourg, Denmark, Sweden, the Netherlands and Austria.