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Education of children with disabilities in educational institutions instead of schools for exceptional children or remedial classes is a new and promising approach to the educational process in Russian pedagogy. The study allows us to conclude as follows: 1. The readiness of future teachers to work in the context of inclusive education should be a conscious and stable personality characteristic, which is a significant criterion in teaching the children with disabilities and is determined by the focus on the implementation of the principles of inclusion in professional activities. 2. The structure of inclusive readiness consists of inclusive culture; inclusive theory; the formation of civic identity of the future special education teacher; inclusive practice. 3. The main criteria for future teachers' readiness to work in the context of inclusive education are as follows: value-motivational (adoption of the values of inclusion and their implementation in the pedagogical inclusive educational environment); personal (personal qualities of the teacher providing better organization of the pedagogical inclusive process); cognitive (awareness of the fundamentals of inclusive education); activity (activity of immersiveness in solving the problems of inclusive education) [3]. Based on the foregoing, the aim of the study is to improve the quality of training of future teachers for work in the context of inclusive education through the development of criteria for professional readiness. Research methods: theoretical (the analysis of psychological and pedagogical literature, comparison of existing patterns of inclusive training of teachers), empirical (involved observation, expert assessment), interrogatory, experimental (summative, formative and control experiments) methods of psychological and pedagogical research. The experimental test was carried out at the Faculty of Primary Education of the Dagestan State Pedagogical University. The study involved 51 students. The effectiveness of training students of pedagogical universities for work in a heterogeneous educational environment can be increased if: 1. Inclusive readiness is considered as one of the key components of professional training of future teachers. 2. The essence of the definition of "teacher's professional inclusive readiness" is specified. 3. Inclusive culture is considered as the foundation for the formation of inclusive readiness.

The relevance of the study is a systematic study of clinical and psychological aspects of prevention of neuroses in children with impaired intelligence and the creation of conditions for preventive measures to prevent their development. In the structure of impaired intelligence in children there are found neurosis (psychopathic) disorders which arise depending on the nosology. Therefore, the primary task for the clinical psychologist today is the prevention and early detection of borderline mental disorders. This is one of the key problems of clinical psychology requiring solutions. Minor violations of the delay of mental and intellectual development affect children from the childhood on a functional disorder of the nervous system causing neuroses that can go to stable conditions at a more advanced age. Therefore, timely prevention of neuroses in the family and in a children's institution will help to get rid of neurotic states and their destructive influence on the psyche of children. The leading methods of neurosis research used for their diagnosis are psychological and clinical. A multidimensional and holistic understanding of the origin of neuroses, their pathogenesis determines the specificity of the clinical method, which includes clinical, psycho-pathological, clinical-psychological and clinical-social approaches. The study of neuroses in children with intellectual disabilities has its own specific origin and development, predecessors, which are mental disorders, maladaptive behavior and individual manifestations of nosology in the child's behavior.

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