In Russia in new social and economic conditions there are about 13 million disabled people that constitutes about 8,8% of all population of the country. At the same time many are in the age suitable for education, and many want to get an education. Therefore we consider that integration of students with the limited opportunities of health (LOH) in HIGHER EDUCATION INSTITUTION shall become one of the priority tasks facing an education system.

The student with OVZ is the person having a physical or psychological defect which does not interfere with its participation in educational process; the person with chronic diseases, etc. Bessarabova Yu. V. characterizes students with OVZ as a certain category of the people with problems of health having the resistant nature of the functional violations of an organism received as a result of injuries and defects.

Nevertheless, receipt of the higher or secondary professional education is connected with a number of obstacles.

The federal law "About Education" says that in the educational organizations special conditions for education by students with OVZ shall be created. Generally refer architectural availability of buildings (constructions) to such conditions. Today it is possible to state that according to the state program "Available environment" in educational institutions ramps, special ladders, etc. began to appear. A problem zone of the barrier-free environment are elevators. It is necessary to consider that many organizations of education are constructions of the 20th century, and some - in general architecture monuments. And exactly there will be difficulties with the organization of the barrier-free environment. Thus, if the education system of the Russian Federation is really aimed at the universal barrier-free environment, then it is necessary to build new buildings.

We consider that remote education could solve a problem of training of students with OVZ. But also there are certain difficulties. For example, not all students, and especially during economic Russian crisis, have sufficient financial opportunities for acquisition of the special equipment and the software. It is important to consider that socialization of students is important for improvement of quality of education that it is quite difficult to provide through the portal of remote education.

It is possible to meet difficulties of financial nature also with material logistics of students with OVZ. So, for example, the special equipment is integrated on groups: for students blind and visually impaired, deaf and hearing-impaired, etc. Thus, if in each group at least on one student with OVZ it is given to enormous expenditure. The problem of acquisition of special educational literature is aggravated also with its absence.

According to "Requirements to the organization of educational process for training of disabled people and persons with OVZ ...", services of signers shall be rendered in each organization (in the presence of students deaf and hearing-impaired), at the same time today it is very heavy to find the similar specialist.

We consider a problem of unavailability of teachers to work as important with such category of students. Teachers, often, don't perceive such students as capable to development of the main educational program, I feel sorry for them, imposing the underestimated requirements. Besides, at teachers the methodical gap in knowledge of work with such category of students is observed.

In "The North Caucasian college of innovative technologies" conditions for training of students with OVZ are created: the architectural environment is organized; for similar category of students individual occupations, technical and psychology and pedagogical maintenance are provided.

In college the system of a coaching which assumes work on the following forms is created: continuous control of attendance, help in the organization of independent work, organization of individual consultations, etc.

The educational program "Pedagogics and psychology of inclusive education" is developed for increase in pedagogical skill. A main objective of the program - obtaining additional knowledge, skills of the offered program providing studying of the separate disciplines, divisions of science and technology necessary for performance of a new type of professional activity. The tasks solved at implementation of the program: acquaintance with teoretiko-methodological and conceptual bases of inclusive education; acquaintance with pedagogics and psychology of inclusive education; acquaintance with technologies of inclusive education.

We consider that training of students with OVZ in an education system is connected with a number of difficulties. However correctly organized educational process will allow to create effectively and qualitatively common cultural and professional competences of students with OVZ.

2. The letter of the Ministry of Education and Science of the Russian Federation of 18.03.2014 No. 06-281 "Requirements to the organization of educational process for training of disabled people and persons with limited opportunities of health in the professional educational organizations, including equipment of educational process".