Inclusive education emphasizes the value of student diversity, recognition of their learning abilities, and organization of the educational process taking into account the individual characteristics of each child. Joint, specially organized diagnostic activities of future educational psychologists can contribute to a more solid and meaningful assimilation of theoretical knowledge and ideas about typical disorders of psychosocial development in the studied category of children, the possibility of their correction and prevention of secondary developmental disorders. Any model allows us to present a system of structural elements characterizing the functions of the research subject and its connections. Structural-substantive and structural-functional models should be based on the requirements of higher professional education standards, take into account the social order of society and the demand of specific specialists in the labor market. Therefore, to describe the process of forming the diagnostic competence of future psychological educators in inclusive education, we have chosen a structural and meaningful model that meets the objectives of the study. The components of the model should characterize the logic of interaction between the modeling subject, the modeling subject and the educational environment of all participants in the pedagogical process. Theoretically and in practice, the training of future psychological educators in the inclusive education system determines objective demands at the level of the state and society. The realization of this goal indicates the need to develop a structural and substantive model for the formation of diagnostic competence of future psychological educators in inclusive education.