One of the significant factors in the sustainability of education is the development of inclusive education. An inclusive educational space implies openness and accessibility of education for students, regardless of their educational needs. Inclusive education also means a partnership between students and teachers. A teacher is a living person whose socio-emotional skills and professional abilities are the basis for the sustainability of education and student development. This article is devoted to studying teachers' competence and psychological readiness at schools and higher educational institutions to work with students with special educational needs. This article includes the results of a sociological study conducted in September 2022 and is devoted to the readiness of schoolteachers and university professors for inclusive education (N = 125). The general statistical calculation was carried out based on information processing using the Vortex program version 10.0. Universities and schools are located in large administrative centers of Russian regions with a population of about a million. The relevance of this study is due to the relationship of sustainability with the ideas of inclusive education, manifested in its goal of achieving students' educational levels established by the state and the humanistic concept of equality of opportunity in the process of professional implementation and self-determination of the individual.