We describe the main components that form an accessible educational environment for people with disabilities. Based on the analysis of the regulatory legal framework of education, social protection and rehabilitation of people with disabilities, as well as theoretical, procedural and medical-expert bases of disability, the characteristics of the interrelated elements of accessibility in the system of vocational education of people with disabilities is given. The main legal acts of the Russian Federation, as well as international acts regulating the provision of accessible education and employment for the disabled are considered. We reveal that vocational education of people with disabilities is at the same time an integral part of the system of vocational rehabilitation of disabled people. We also emphasize that the independent way of life of people with disabilities should be ensured through the accessibility of the physical, social, economic and cultural environment. The importance of the rehabilitation component of the accessible educational environment for the people with disabilities is highlighted. This component includes the provision of assistance to the disabled person in the development of professional educational programs, the solution of related learning problems, formation of professional, social and psychological maturity of the disabled person. The importance of technical means of rehabilitation and architectural and planning aspects in creating an accessible educational environment for the disabled is noted. Taking into account all the necessary components will allow to create a system of affordable and quality vocational education for people with disabilities.

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Introduction. The article presents the organizational basis for identifying and implementing the special educational needs of students with disabilities in the interdepartmental model of inclusive education. The full implementation of special educational needs (OOP) in the development of vocational education by students with disabilities and disabilities plays a key role for subsequent professional activity. In the inclusive model of the implementation of the OOP of students with disabilities and disabilities, different departmental structures participate, which should effectively interact with each other. Therefore, taking into account the levels of interaction between organizational structures and various activities when identifying and implementing OOP provides a holistic view of the functioning system, and, if necessary, allows for a more targeted impact on the problem links of the model.Materials and Methods. The paper uses the method of content analysis and systematization of scientific and methodological literature, normative legal acts that determine the direction of the organization of the educational environment in the implementation of the OOP of persons with disabilities and disabilities.Results. In the formed interdepartmental model of inclusive education, two levels are considered: the structural level, which is described from the point of view of interaction between state executive authorities and their subordinate organizations, and the functional level, in which the process of forming and implementing the OOP at various stages of the rehabilitation, educational and professional route of students with disabilities and disabilities takes place.Discussion and Conclusions. When considering the procedure for the formation and implementation of the OOP at the functional level of the interdepartmental model, the importance of implementing such processes as career guidance, psychological correction, interaction with non-profit and volunteer organizations, the formation of a professional career, and interaction with the employer is emphasized. The need for unity and interaction of all elements of the model under consideration is emphasized, which will ensure the full implementation of the PLO of persons with disabilities and disabilities and achieve the final result – professional and social integration.