The authors analyze the components of psychological and pedagogical support for students with disabilities in an inclusive educational environment of the University using as the example the Faculty of distance learning of MSUPE. It is shown that the active model of disability aimed at fostering students’ own activity may become a basis of psychological and pedagogical support for university students with disabilities. Psychological and pedagogical support of students with disabilities includes a variety of forms (pedagogical, social, psychological support, self-support) aimed at enriching the psychological and pedagogical conditions of the educational environment through: 1) support groups organization and functioning; 2) self-support groups functioning; 3) creating an optimally accessible educational environment using distant technologies. The system of psychological and pedagogical support of students with disabilities can be built on the basis of «understanding relationships», suggesting barrier-free understanding, overcoming the stereotypes of disability and erroneous interpretations of the multidimensional world of persons having disabilities; the full participation and involvement in the experience of disability. The article provides data of empirical studies conducted by students with disabilities themselves in the framework of their master theses which allowed to detect the most problematic and resource zones in: 1) support groups (parents of students with disabilities); 2) readiness of students with disabilities to self-help, their self-activation and hardiness resources; 3) the role of inclusive distance educational environment to develop motivation and psychological well-being in all students: with and without disabilities.

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The work is devoted to the adaptation of Personal Self-Activation Inventory for respondents with disability (N=170) and without disability (N=1507) aged 18 to 65 years (31.6% male). Adaptation was carried out for four groups: people without disability up to 25 years old (N=1016) and from 25 years old (N=491), as well as people with disability up to 25 years old (N=102) and from 25 years old (N= 68). When considering the total score of self-activation, statistically significant effects of age and disability were found: people without disability outperform people with disability, and older people outperform younger ones. The effect of sex was not found out. When considering three self-activation subscales, it turned out that for people without disability, all subscales’ scores make the same contribution to the increase in self-activation with age, and for people with disability, only the scores on the scales of independence and psychological activation increase with age. Sufficiently high internal consistency of all the inventory’s scales on four samples and retest reliability for samples of people with and without disability indicate the relevance of the inventory. The norms for all scales of the Personal Self-Activation Inventory depending on age and presence/absence of disability are presented.

The article describes the theoretical premises and the logic of the emergence of the Flow concept and its development in almost half of the century. The article presents an overview of the current state of arts in Flow theory being developed by M. Csikszentmihalyi and his followers. Different models of Flow are described, main directions of Flow research are analyzed, an overview of research methods and techniques are highlighted, including qualitative (interviews) and quantitative methods (questionnaires, experience sampling method (ESM). The possibilities and directions of further development of the Flow ideas and research, including interdisciplinary ones, are discussed. The ideas and concepts of representatives of modern Russian psychology, most close to the ideas of M. Csikszentmihalyi and their contribution to flow understanding are listed.