Abstract
This article examines the process of forming the readiness of future primary school teachers for inclusive education in an informed intermediate environment. Inclusive education is a way to help children with various features learn together with peers in general education institutions. However, for the successful implementation of inclusive education, highly competent and ready-made specialists are needed. The article discusses the role
of the informed environment in the formation of the readiness of future teachers for Inclusive Education. The principles, methods and ways, as well as various features of informed intermediate inclusive education, presuppose the availability of accessible and up-to-date information about the needs of all children. In the course of the article, an examination of all research and practical experience will be carried out to identify the main factors that contribute to the formation of the training of future teachers. As a result of the study, it is concluded that it is necessary to establish information resources that ensure the availability and relevance of information on inclusive education. They emphasize the importance of introducing this topic into the lesson programs and practice of primary school teachers. This method allows future teachers to acquire the knowledge and skills necessary to work with all children of different characteristics. The article is of interest to researchers, teachers, students and those who are interested in the issues of inclusive education and the formation of teachers' readiness for it.