The article presents the results of a theoretical analysis and empirical study of the problem of the development of inclusive values among students of psychological and pedagogical specialties of NEFU in Neryungri. The relevance of the research is determined by the global and domestic trend towards the implementation of inclusive education, the success of which is determined not only by professional competencies, but also by the value orientations of the teacher. The methodological basis was an axiological approach that considers inclusion as a humanistic value. Data analysis shows that 89.6% of students of psychological and pedagogical specialties demonstrate a high level of formation of value orientations adequate to the tasks of inclusive education, which is sufficient for effective functioning as an inclusive classroom teacher. A structural disparity has been identified: the cognitive component is the most developed, while the emotional value and behavioral components are reduced, which creates the phenomenon of a value gap – a mismatch between knowledge and real willingness to act. A close relationship has been established between the level of inclusive values and tolerance to uncertainty, which allows us to consider the latter as the most important condition for the success of the formation of inclusive competence. The data obtained indicate the need for a value-semantic and practice-oriented paradigm in the training of future teachers. Based on the research results, practical recommendations have been developed to optimize the process of preparing students of psychological and pedagogical specialties to work in inclusive education.