The article is devoted to the problem of psychological support for the personal development of a teenager with disabilities in the context of inclusive education. Psychological support of an adolescent with disabilities in the context of inclusive education is seen as one of the ways of purposeful development of his personality.  The article notes that the need for psychological support for adolescents with disabilities is due, on the one hand, to psychophysical development, on the other hand, to the numerous and dynamic changes that occur in the behavioral and personal characteristics of a given age. Also, the concept of psychological support as a system of professional activity of a psychologist aimed at creating social and psychological conditions for the preservation and promotion of health, successful learning and psychological development of the child in situations of interaction with peers and adults in the educational process of the school is also disclosed.  The author points out that the basis of psychological support lies in the theoretical model, which is a unity of conceptual provisions and practical technologies, focused on the content of problems of the child's personality development in the social systems "child-teacher", "child-parents", "child-peers".  The article reveals the priorities of the psychologist, who accompanies adolescents with limited health. The author notes that these tasks are realized through the following main areas of the psychologist's work, such as psychological diagnosis, psychological correction, psychological counseling, psychological rehabilitation, psychological prevention and psychological education.