The problem of achieving accessible and quality education set by the Global Action Programme on Education for Sustainable Development (2014) is discussed. It reveals the connection between accessibility of education and making it inclusive in its broadest sense, as education for all. The author hypothesizes that many of the difficulties that arise in the organization of inclusive education could be eliminated at the stage of designing the educational environment. The requests of modern pedagogy for educational environments of general education are analyzed and it is concluded that they do not fully reflect the interests of inclusive education. The aim of the study was to the principles of designing an accessible educational environment of general education organizations that implement inclusion. The general and special approaches to designing an accessible educational environment in conditions of inclusion were considered. The role of health-saving and developing character of the educational environment, and also its cultural and natural appropriateness to provide accessibility of education for all students as subjects of educational activity and subjects of health is grounded.

the purpose of the article is to bring attention to the problems and possibilities of didactic ensuring the continuity of environmental education implemented through all academic subjects. The approaches to the problem of continuity of education in different types of scientific rationality are considered. It is proved that the new stage of development of environmental education, which serves as an education platform for sustainable development, changes the formulation of the problem of its continuity and requires a post-non-classical approach in didactics. The author differentiates subject, interdisciplinary and trans-subject greening. The unsolved didactic problems are formulated. The proposed ways to circumvent the «didactic dead ends» incompatibility of the «objective» and «through» content of education are analyzed. The issue of ensuring the continuity of achieving personal results of environmental education for sustainable development by means of trans-object greening horizontally and vertically is raised. Two interrelated, general educational tasks of ensuring the continuity of achieving personal results of greening school education in the interests of sustainable development are formulated: the development of a model of a didactic unit of «through» environmental content and the creation of a «trans-object» method of greening educational subjects The structure of the integrated didactic unit of environmental education for sustainable development presented in the form of a frame is considered. The features of the method of trans-object greening based on the principles of the organization of a functional system are described. The conclusions are presented on the prospects for the development of the proposed didactic support for achieving personal results of environmental education for sustainable development.