The formation of students social and environmental competence in all areas and profiles of training is most effective in the system of inclusive education, providing the solution of professional problems in the training of future specialists with disabilities and the development of their needs in further interaction with the environment. Therefore, the main task of the teaching staff is to disclose the content of social and environmental education of such students, its basic approaches and principles of implementation, as well as social and environmental design of the vocational school educational environment. It should be noted that to solve this problem it is necessary to create an optimal system-permanent-introvertivebasic environmental training of persons with disabilities, aimed at the effective formation of their social and environmental competence. In the course of our study, special attention was paid to the state of memory, fatigue and social activity of students with disabilities in the process of their training, in order to develop cognitive interest in the implementation of professional activities in the socio-ecological environment. We presented a total indicator of students with disabilities socio-environmental competence formation in vocational education, designed to form their readiness to work in any current socio-environmental situation. Keywords-inclusive professional education; social and environmental competence; students with disabilities; social and environmental training.