The article analyzes the attitudes and views of teachers related to the changing content of inclusive education in the modern world. The analysis of works studying the personal and professional needs and competencies of teachers necessary for the implementation of inclusive education is carried out. The existing experience of teacher training in working with children with special educational needs is also analyzed. The works of scientists who have studied the attitude of teachers to the implementation of inclusive education are discussed. The study was conducted using a questionnaire on the Leukart scale, which consisted of 3 modules. The questions of the first module covered the personal professional needs of the participants. The second module analyzes the knowledge and competencies of school teachers in the field of inclusive education, knowledge of the conceptual avatar of inclusive education, competence in assessing special educational needs, knowledge of the trajectory of child support). In the third module, the attitude towards children with special educational needs was studied. Based on the analysis of the data obtained, we made an attempt to determine the attitude of the participants towards inclusive education and identify the most important issues of teacher training in the future.

As a result, it was revealed that the school's teachers, who already have experience working with children with special educational needs, are positively inclined and are not averse to working with children with "special needs."  Also, the results of the study suggest that teachers, for the most part, are willing to accept new conditions (the introduction of principles of inclusivity in education) that contribute to their professional and personal development.  But these decisions themselves must be justified and understandable, have a clear organization and implementation, and contribute to the self-realization of teachers.