The paper dwells upon the use of information and computer technologies in the maintenance and support of career guidance and professional self-determination for students with health disabilities; it determines the forms and methods of their application and peculiar features of the interaction of those involved in the psycho-pedagogical process.The basis for physiological support of children with health disabilities is formed by the following principles, which take into consideration the psycho-pedagogical features of distance learning: (A) priority of the student’s independent work; (B) individual approach to learning; (C) motivating as basic learning environment; (D) connection between the learning process and the student’s life circumstances (“life knowledge”); (E) intensification of the training process (everyone has their own pace and rhythm); (F) polymodality, i. e. simultaneous mobilization of different ways of perception (auditory, visual, tactile); (G) flexibility and innovativeness; (H) emergency psychological help in acute situations of mental and emotional distress, and other structural and substantive changes of learning activities. The same principles are incorporated in the psycho-pedagogical support career guidance.The paper shows that professional orientation of children with health disabilities should be implemented comprehensively, using a variety of information resources of the Internet: websites, educational portals, employment resources and test resources.A wide and varied range of possibilities offered by ICT and distance learning technologies can be of significant assistance not only to specialists in the field of education, but also in such processes as vocational guidance and professional self-determination of children, formation of personal stability for students with learning disability, including permanent one.

The article presents the graded model of continuous inclusive education for individuals with disabilities. It describes in brief the content of work within each grade. The importance of psycho-pedagogical support for students with disabilities over a period of training is pointed out. Besides, data are given about the special conditions for inclusive education and their impact on the quality of education. It contributes the idea to establish the Regional Resource Center of continuous inclusive education for liaising with the participants of the process in all grades. Professional self-determination among secondary school students with disabilities is a topical issue in social pedagogy. To arrange the supplementary education for children with disabilities it is necessary to provide facilities which include special software, methodological and didactic materials, special technical equipment for teaching in groups and for individuals. Moreover, there should be a guarantee of unassisted access to the building, education aid, and the assistant to provide an adequate technical aid for this category of children - in conducting classes for groups as well as individuals with special needs. As a whole these make up an environment inducing to master education programs by students with disabilities. Attempts are made to develop a mechanism of an easy pass from one level (grade) of education to another - to make the process of education consistent. So, there should be qualified career guidance at elementary schools with due regard for ICD code - to help the disabled students to choose the direction in professional education. The right target for future profession, corresponding to health and medical advice, enables the students with disabilities to realize their potential in professional activity.