This article touches upon the problem of readiness of the modern public school pedagogues for implementation of inclusive education. The author carries out an empirical research, the results of which demonstrate unwillingness of the pedagogues to teach children with health limitations. This is manifests in poor organization of correctional and developmental environment for inclusive education, as well as insufficient pedagogical interaction between all actors of the inclusive process pedagogical interaction between all subjects of the inclusive process; inability to select optimal means to arrange inclusive education and use various resources for the development of all children, etc. The author offers the key strategic directions for administration of public schools aimed at working with the indicated flaws, which for the most part are related to the arrangement of comprehensive interdepartmental interaction of all parties to the educational process. The author obtained the data on the main shortages of public school pedagogies in working with impaired children. Based on the method of self-analysis of pedagogical difficulties, the respondents indicated the reluctance to solve professional tasks in lesson planning, difficulties in communicating with children with health limitations, no methodological support or competence to develop it themselves. The author suggests arranging joint activity between the specialists in the field of correctional work (psychologists, speech-language pathologist, defectologists, tutors) and teachers, organizing methodological support in the educational institution to select techniques for working with children in the conditions of inclusion, tracking the dynamics of their development.