The article deals with the actual problem of psychological preparation of the teaching staff of universities for teaching students with special educational needs in the context of the implementation of inclusive education. The state of inclusive practice in Higher Education is analyzed, taking into account regulatory documents and the needs of society. Psychological and pedagogical barriers that university teachers may face are described. The structure of psychological readiness of teachers to implement the educational process for students with special educational needs in connection with their professional experience and subject specialization is analyzed. The authors of the article explain the psychological readiness of a university teacher to implement the process of inclusive education on the basis of motivational-value, affective, operatic components. The content of each component is revealed, confirmed by the results of monitoring of the teaching staff involved in creating special conditions for students with special educational needs. The conclusion is made about the need to create a special system of training university teachers, which allows solving the problems of organizing the training of students with special needs.