The article describes the teacher’s readiness for distance learning of students with disabilities in higher education institutions of the Republic of Kazakhstan. The article defines the leading principles of distance education and formulates the problems of managing this process. The authors have conducted a research including questionnaires and interviews with teachers of universities that provide educational activities to disabled students. Resulting data are analyzed, factors affecting the formation of teachers personal attitude to distance education students with disabilities are elicited. The authors revealed a positive attitude of teachers towards the education of disabled students, it is noted that they have a positive motivation in providing all necessary conditions for effective education of this category of students. Teachers are interested in obtaining the necessary knowledge on the organization of distance education for students with disabilities and increasing their own professional qualifications. However, the results of this survey have identified the lack of teacher’s understanding of the characteristics of the psychophysical development of disabled persons, ignorance of the perception specifics of students with hearing and visual disabilities, insufficient understanding of psychological features (fatigue, attention and perception, the visual thinking prevalence, etc.). Teachers of higher educational institutions had difficulty in determining the form of presentation of lecture material, the selection of pedagogical techniques and means of organizing and monitoring the performance of independent practical work. The teachers had some difficulties with the adaptation of educational materials in accessible forms for students with impaired vision and hearing, the materials should be specific and accessible for their understanding. There were particular difficulties in explaining by teachers of abstract concepts and theoretical positions. Based on the identified difficulties in the implementation of distance learning for disabled students describes the possible risks inherent in inclusive higher education. The necessary conditions for organizing the process of distance education for disabled students are highlighted, it should increase readiness of teachers to work with students with disabilities.

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The economic changes that have occurred in recent years in Bulgaria concern a significant number of large industrial enterprises and the territory of the Blagoevgrad region. Their privatization changes the industrial map of the region and puts the labor activity of the population in check. In many enterprises, the labor process is carried out by young people who do not continue their education at a higher school. For them, university education is not among the priorities, as the completed vocational education allows them to join the labor market. But under the conditions of market change, young people are forcibly deprived of the opportunity to pursue vocational training acquired in secondary education. This situation automatically classifies them in the group of economically inactive youths, which according to current statistics account for 22% of the inhabitants of the Blagoevgrad region. The dynamics described in today's economic reality focuses attention on young people's insufficient readiness to flexibly change their vital orientations and develop motivation to achieve success in professional realization. This finding is alarming because it challenges the attitude of lifelong learning among young people as mediating their motivation for personal growth and success in professional realization. The present study aims at studying the educational activity of unemployed young people from the Blagoevgrad region by examining their attitudes towards applying at Southwestern University "Neofit Rilski" and on this basis to analyze the subjective determinants mediating the overcoming of barriers for continuing qualification. The main reason for conducting the study is related to the understanding that as a life event the unemployment period is negative and the longer stays in it escalate into a decrease in self-esteem, painful sensitivity in terms of personal confidence, anxiety towards the expected rejection from any work environment.