Introduction. The article presents the results of a study aimed at identifying the readiness of higher education institutions for distance learning of persons with disabilities in the context of the COVID-19 pandemic. The authors substantiate the relevance of the topic of the conducted online research, identify the difficulties and problems of distance learning for students with disabilities and disabilities, empirically study students' satisfaction with distance technologies, the degree of their activity in the learning process, their subjective perception of the availability and quality of distance education.

Materials and methods. Within the framework of the research project “Activating model of professional training of persons with disabilities and HIA as competitive specialists”, supported by the RFBR in 2019, the authors conducted an empirical study, which revealed that the majority of teachers of universities where students with and without HIA study together, consider the widespread use of distance technologies for mixed training of students with disabilities and HIA as one of the ways to improve the effectiveness of inclusive higher education in Russia. Analysis of the availability of distance learning and consulting resources on the websites of educational organizations.

Results. The use of distance learning technologies in teaching students with disabilities and HIA was one of the most popular issues in the scientific pedagogical discourse.

Discussion. In the few works of researchers from different countries, the question of improving the system of organizing distance learning for students with disabilities and HIA during the period of self-isolation caused by the spread of the new coronavirus infection COVID-19 is raised.

Conclusion. The situation caused by the COVID-19 pandemic has become a source of problems related to the organization of distance inclusive education for students with disabilities and HIA.

An online study was conducted, which consisted of two independent stages;

An online survey of students with disabilities studying in Russian universities was conducted;

Improving the effectiveness of distance inclusive education requires the development of a system of individual support for students with disabilities and HIA, as well as ways to enhance their educational activities.

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