Introduction. The article substantiates the need for the development of psychological conditions aimed at the formation of basic school teachers’ readiness to work with mentally retarded schoolchildren. It presents the research results of the actual psychological readiness level (motivation-value component) of basic school teachers towards working with mentally retarded schoolchildren.

Materials and methods. The methodological positions of the research are based on the principal provisions of Russian psychology in respect of objective laws of mental development of normal and abnormal children, as elucidated in L.S. Vy-gotsky’s theory of cultural and historical development of higher mental functions; educational standard for children with disabilities reflected in the study of integrative and inclusive processes in general education, as presented in the studies by N.V. Babki-na, E.L. Indebaum, I.A. Korobeinikov, O.S. Nikolskaya, S.N. So-rokoumova, etc.; as well as the professional labour theory deve-loped by pedagogues A.A. Verbitsky, E.N. Volkova, N.G. Salmina and others. The present paper explores the concept of “teacher’s psychological readiness to work with mentally retarded schoolchildren”, defines its components; reveals the primary level of motivation-value component of basic school teachers in wor-king with mentally retarded schoolchildren.

Results. The present paper outlines a methodology for studying the motivational component of basic school teachers’ psychological readiness to work with schoolchildren having developmental delay. Various motivational complexes favouring the effectiveness of teachers’ professional activity in the conditions of inclusive environment have been revealed within the framework of this research. It has been noted that quite a large number of pedagogues having no proper motivational complexes should be regarded as a group of teachers prone to the risk of failing to meet the special educational needs of children with developmental delay.

Discussion. It is emphasised that the effectiveness of the research lies in determination of the level of motivational and value component of psychological readiness of basic school teachers to work with schoolchildren with developmental delay. A whole range of possible values of motivational complexes maturity was revealed in the experimental group. The group of pedagogues with effective motivational component complexes appeared to be ready to realise the principles of inclusive education to a greater extent than the teachers having no effective motivational complexes.

Conclusion.As a result of the research, a conclusion was made on the state of the motivational and value component of basic school teachers’ psychological readiness to work in the conditions of integration with children having mental retardation. It is necessary to create special conditions for enhancing the level of motivational and value component as the main element of psychological readiness of a basic school teacher to engage in effective professional activity with schoolchildren having mental retardation at institutions realising the principles of inclusive education.

The main components of the basic school teachers’ psychological readiness to work with mentally retarded schoolchildren are considered;

The content of the methodology for studying the basic school teachers’ psychological readiness (motivational component) to work with mentally retarded schoolchildren is expounded;

The specific features of the basic school teachers’ motivational component in working with mentally retarded schoolchildren are identified.

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