This study aimed at understanding the problems of training teachers who taught children with health disabilities. For this study, students from two universities located in Semey city of Republic of Kazakhstan participated. A few components like motivation, cognition, creativity, and activity, which fulfilled the conditions of inclusive education and were related to future teacher's readiness to work with students of disabilities, were defined and disclosed. Four levels of inclusive competence of students of pedagogical specialties were identified: low, average, above average, and high. In addition, the study also defined the requirements for future teachers working in the conditions of inclusive education. Eventually, a structural and content model of preparing future teacher-psychologist for professional adaptation in an inclusive educational environment was developed and tested. The model included the purpose, approaches, principles, and contained components: target, content, procedural, and evaluative-effective. In the course of experimental work, the effectiveness of the model of preparing future teachers to professional adaptation in inclusive education was proved. The results of the pedagogical experiment indicated the feasibility of introducing the proposed model of preparing a future teacher to professional adaptation in an inclusive education. The study suggests to implement the structural content model in real-life educational setting, to train the teachers preparing for inclusive education. Its implications are for educationists, administrators and teachers who are directly connected with inclusive education.