The article discusses current issues of psychological and pedagogical support and support 
for professional self-determination of students with motor disorders, in particular with cerebral palsy. The priority tasks of career guidance in inclusive education are indicated. The necessity 
of differentiating the key aspects of career guidance work in accordance with the nosologies and 
the nature of impaired functions is substantiated. The key tasks of the career guidance support service for people with cerebral palsy are highlighted. The psychological characteristics of people with motor disorders, factors of professional self-determination, and professional intentions of students with cerebral palsy are analyzed. The necessity of a practice-oriented approach, as well as a certain participation of parents in the process of professional self-determination, is emphasized. The features of psychological and pedagogical support at different stages of professional self-determination 
of students with disabilities are determined.