Introduction. The article presents the author's point of view on the problem of forming the readiness of future teachers – senior students of a pedagogical university – to organize effective professional activities with students with limited health opportunities. The presented data is the result of our own theoretical and experimental research, which contains the results of studying the current level of general readiness to work with children with special educational needs among students of specialized defectological and non–specialized historical faculties.

Materials and methods. The methodological positions of this study are determined by:

The fundamental provisions of classical and modern Russian defectological science on the patterns of normal and impaired mental development in childhood, their generality and specificity (formulated in the theory of L. S. Vygotsky's cultural and historical concept);

Regulatory legal acts of the Russian Federation (Federal Law “On Education in the Russian Federation” dated December 29, 2012 No. 273; Order of the Ministry of Labor of Russia dated October 18, 2013 No. 544n “On approval of the professional standard “Teacher (pedagogical activities in the field of preschool”, primary general, basic general, secondary general education) (educator, teacher)”, which came into force on January 1, 2015; by order of the Ministry of Labor of Russia dated March 13, 2023 No. 136n “On approval of the professional standard “Special Disorders Teacher”, registered with the Ministry of Justice of Russia on April 14, 2023 No. 73027, etc.);

The leading trends in the development of domestic and global education systems, priorities in the provision of educational services to students with disabilities are the phenomenon of inclusion as part of multicultural education, which is reflected in the research of S. V. Alyokhina, S. N. Sorokoumova L. P. Falkovskaya (Alekhina S.V. & Falkovskaya L.P. 2014Inclusive school teacher: a new type of professionalism”, Pedagogical University “First of September”, 28 p. (In Russian), etc.;

The main focus of the educational process in a modern pedagogical university is the formation of the readiness of future teachers to carry out professional activities in the conditions that life itself puts in front of a modern school, including the willingness to work with students with disabilities, which is presented in the studies of V. Yu. Vanieva [2], T. G. Kiseleva [3], V. N. Ponikarova (Ponikarova V.N. (2020), “Students’ readiness for inclusion: a model of formation. Humanitarian knowledge of the 21st century: new understanding in a new era”, monograph. International Center for Scientific Partnership “New Science”, Petrozavodsk. (In Russian).

With the help of an adapted version of the questionnaire by D. Y. Solovyova “Diagnostics of teachers' readiness to work with children with disabilities”, its actual level was revealed among senior students of specialized and non-core faculties.

Results. The main diagnostic tools of the experimental study — D. Y. Solovyova's questionnaire — have been adapted to the student audience. The highly informative components of the readiness of future teachers to carry out professional activities are highlighted and characterized. The readiness of senior students, both PF and SF, to work with students with disabilities is at a fairly good level. A larger number of PF students have all the components of readiness to be formed at a high level than those of SF students. Regarding the ratio of readiness components, students of both faculties have a tendency to decrease the number of students with a high level of education: from information readiness to professional readiness. The number of PF students with a high level of readiness of any component is higher than that of SF students.

Discussion. The effectiveness of the study is to determine the level of information, psychological and professional components of the readiness of students of the Faculty of Economics and Science to work with students with disabilities. In order to optimize the indicators of readiness for professional activity with children with disabilities among students of the National Academy of Sciences, it is recommended to strengthen the practical orientation of the educational content and forms of organization of classes in the relevant academic disciplines.

Conclusion. As a result of the experimental study, a conclusion was made about a fairly good level of readiness of PF and SF students to organize pedagogical activities with students with disabilities. In order to objectify the data obtained as predictors of professional success of teachers, it is necessary to compare them with respondents at the stage of student life and at the stage of the beginning of their actual professional activity in educational organizations that implement the principles of inclusive education in practice.

The teacher's willingness to carry out professional activities with students with disabilities is the main condition for providing effective assistance to such students. For a timely and high–quality response of the education system as a whole, a specific educational organization in particular, to the challenges of time and society, a certain level of teacher readiness should be formed already at the stage of obtaining professional education - during the student period;

Within the framework of this study, this approach was the point of view of D. Y. Solovyova, according to which the following components of teacher readiness are distinguished: informational, psychological, professional, the content of which clearly correlates with indicators of achieving professional competencies formed during the period of obtaining professional education: «to know», «to be able», «to own», respectively;

The results of the conducted experimental research indicate that the readiness of senior students, both NF and SF, to work with students with disabilities is at a fairly good level. In order to further optimize the indicators of readiness for professional activity of undergraduate students, it is necessary to strengthen the practical orientation of the educational content and forms of organization of classes in the relevant academic disciplines.

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