The article is devoted to one of the urgent problems of developing pre-professional training for children with disabilities in schools, the need for which is evidenced by the UN Sustainable Development Goals set for the countries of the world, which call for providing this group of people with the necessary conditions for productive employment, as well as equal access to vocational training. Based on official statistical data, the authors study the state of employment of people with disabilities in Kazakhstan, describe various forms and mechanisms that provide the necessary conditions for professional employment and employment, identify a number of objective factors that significantly complicate the informed choice and professional self-determination of students with disabilities. As a result of the analysis of modern foreign and domestic theoretical research, a conclusion is drawn about the insufficiently developed empirical base and methodological foundations of the organization and content of pre-professional training for children with disabilities.  The authors conducted a study that made it possible to comprehensively analyze the state and features of pre-professional and labor training of students with disabilities in special and inclusive educational institutions. The results confirmed that pre-professional work plays a key role in the process of professional self-determination, the formation of life plans and the successful socialization of this category of children. Based on the research conducted by the authors of this issue, specific organizational and methodological recommendations were proposed to improve the effectiveness of pre-professional training of children with disabilities in organizations of general (inclusive) and special education.