One of the priorities of the modern educational process is the formation and creation of an inclusive space, which includes all components of universal design and, in particular, issues of staff preparedness. Thus, the basic training of specialists in this sphere includes not only the competence of teachers and professionals of helping professions in inclusion, but also the development of established personal attitudes and judgments in accordance with the values of the modern world. Of particular importance is the development of tolerance in future teachers in all aspects of its manifestation - both in the process of learning in higher educational institutions, during the internship, and in the process of professional activity itself, in particular during communication and interaction with persons with special educational needs. The importance of this aspect in a teacher's professional profile prompted us to study this quality and determine the level of tolerant attitude of future specialists to children with special educational needs. To solve this problem, we used a number of methods that allowed us to comprehensively study the personal qualities of students in academic groups where students with special educational needs or who received experience in communicating with children with special educational needs during internship in specialized educational institutions or social welfare institutions. Thus, to analyze the qualitative aspects of tolerance (ethnic, social, personal), we used the express questionnaire “Tolerance Index” (Soldatova, Kravtsova, Khukhlaev, Shaigerova, 2002); In order to study the value and semantic component of students' tolerant attitudes we used the “Tolerance Diagnostics. Incomplete sentences” (Kuhareva, 2013); in research of the emotional-volitional component - the method “The Balanced Emotional Empathy Scale. BEES” (Mehrabian, Epstein, 2000); for the analysis of the communicative component – the test of communicative tolerance (Boyko, 2009).Besides, the listed methods and test were supplemented with the inclusive education questionnaire and the author's art-therapy techniques on the perception of persons with special educational needs and understanding of the importance of tolerant communication within professional activities. This approach in the research has allowed us to review essentially the basic educational components for the formation of professional and inclusive competences on the basis of tolerant attitude, to form and briefly outline in this scientific review our own methodological proposal for the introduction of training and other innovative forms of building interaction in academic groups.

In the presented research we briefly outlined the issues of training specialists of socio-economic profile in higher educational institutions of Ukraine. We addressed certain aspects of social inclusion and the key indicators of social inclusion in accordance with the priorities of social policy development in Europe. In particular, the indicators and goals of social inclusion, such as inclusion and/or exclusion of some groups of population, the impact of the level of «poverty» on these processes. And also, the influence of these factors on the educational process in higher education institutions, the formation of empathy, stress resistance, social adaptation, professional and inclusive competence.As a part of our research, we diagnosed the level of empathy (Yusupov, 2002), stress resistance and social adaptation (Holmes Rage, 2009), social frustration (Wasserman, 2009) of student youth who are included in project activities and studying in basic educational programs. Comparison of statistical data of EU countries and Ukraine on the indicators of inclusion of persons in need of inclusive education in active social processes has been carried out.The analysis briefly presents pedagogical technologies with high efficiency in the formation of competencies of future specialists of socio-economic profile and presents the main trends in the formation of the environment of social inclusion, which are proposed and implemented in the framework of project activities and cooperation with EU countries on the territory of Ukraine.