The problem of development of the psychological readiness of the future teacher for activities in conditions of inclusive education is one of the urgent problems of science and pedagogical education. The aim of the research is a theoretical analysis and an empirical study of the motivational-value aspects of the psychological readiness of future teachers (students of the experimental and control groups) for activities in inclusive education. Psychological readiness for activity in inclusion is seen as an integral personal education, acting constantly, ensuring the success of the activity, manifested in the desire and ability of future teachers in the process of activity to educate and develop pupils in an inclusive education. The article discusses the results of an empirical research of motivational-value aspects (motives for studying at a university and the desire to achieve success in professional activities in an inclusive education; understanding and accepting the personality of another person). The research was carried out on the basis of Samara State University of Social Sciences and Education and involved 90 students. The following research methods were used: the method of T. I. Ilina “Studying motivation of study at the University", the author's questionnaire "Inclusive education”, and the test of communicative tolerance by V.V. Boiko. Statistical analysis of the obtained data was carried out using the U-Mann-Whitney criterion and φ-Fisher criterion. Comparative data of the diagnostics conducted in the samples of students of the control and experimental groups of the direction of training “Pedagogical education” of different profiles of training allow us to draw conclusions that the core education of the studied aspects of the psychological readiness of students to work in the conditions of inclusion is a valuable attitude to the phenomenon of "inclusive education", to activities in such education, to children with disabilities. In order to develop the studied aspects of readiness, it is necessary to combine the actualization of the motives of pedagogical activity in the conditions of inclusion with the development of students’ subjective experience of tolerant interaction with children with disabilities in the course of involvement in professionally-oriented activities and research work on the problems of inclusive education.