The article provides a holistic theoretical and methodological analysis of the scientific determinants underlying the formation of professional readiness in pre-service psychologists for engagement with inclusive families. The relevance of the study is driven by the transformation of Ukraine’s educational paradigm and the increasing social demand for specialists capable of providing systemic support for the inclusive microsystem. Professional readiness is interpreted as an integral construct, structurally encompassing cognitive, motivational, personal, and behavioral components. Particular attention is devoted to the specific characteristics of the inclusive family as an object of professional activity functioning under conditions of chronic stress and social isolation.

The authors systematize the internal determinants of readiness (empathy, tolerance, emotional stability) and external factors (educational standards, methodological support, practice-oriented environment). The effectiveness of interactive technologies as a means of transforming theoretical knowledge into professional competencies is substantiated. The stages of professional development are identified, and the significance of deontological training is emphasized. It is concluded that the systemic implementation of the outlined determinants enhances the quality of psychological assistance to inclusive families and facilitates the effective implementation of inclusion within the contemporary socio-cultural space.

Key words: professional readiness, pre-service psychologists, inclusive family, special educational needs, scientific determinants, psychological support.

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