In the article the results of the experimental verification of the effectiveness of socio-pedagogical competence of the future primary school teachers for work in an inclusive environment of an education institution in the process of training in higher education pedagogical institutions are analyzed. The article proves that implementation model of socio-pedagogical competence has a positive effect on the dynamics of its components of competences: cognitive, activity, professional personality-based. The article also proves that training of the future elementary school teachers for work in inclusive environments provides effective process of forming social-pedagogical competence on the condition of the implementation of the developed model and effectiveness of pedagogical conditions. The stages of training of the future teachers of elementary school for work in an inclusive environment of an education institution are disclosed. The importance of socio-pedagogical skills for the future careers of the future elementary school teacher in an inclusive environment of an educational institution is analyzed. The criteria and levels of socio-pedagogical competence of students of higher education: high, medium, sufficient are defined. Criteria of formation of social-pedagogical competencies define professional, personal and cognitive-activity components. The results of pedagogical experiment are generalized. It is proved that in the experimental group the percentage of students with high levels of formation of socio-pedagogical competence had increased. The number of students with sufficient formation of social-pedagogical competence had decreased. This demonstrates the effectiveness of the model of socio-pedagogical competence of students in professional training in higher education institutions. Conceptual model of the future elementary school teacher’s training explains the process of socio-pedagogical competence of students based on the environmental approach. The author sees the future of this research in determination of the level of formation of students’ reflection during their professional training.