Objective. Comparative analysis of assessing the situation of the COVID-19 pandemic depending on the age of the respondents and the strategies of state regulations against infection (example of Belarus and Russia). Background. The study of COVID-19 assessments by residents of regions with different state regulations of the pandemic situation makes it possible to identify the similarities and differences in assessments of the situation, the degree of its impact on different spheres of life, fears, their capabilities and to outline the directions of psychological assistance. This is one of the first attempts to identify the personality-environment-activity interdetermination of psychological phenomenology is presented. Study design. The study was conducted from April 11th to June 4th, 2020 using Google Form. Measurements. Specially designed questionnaire with scores from 0 to 10 (on the Likert scale) of the COVID-19 situation and an open-ended question. Participants. It was attended by 439 people from 18 to 62 years old: 231 Russians (77.9% of women; average age 32.68+9.16 years) and 208 Belarusians (75.5% of women; average age 30.94+10.28 years). Of these: 1) Russian youth from 18 to 30 years old (N=91; average age 23.6+4.21 years) and Belarus youth (N=113; average age 23.1+3.8 years); 2) the mature generation of Russians from 31 to 60 years old (N=140; average age 38.6+6.25 years) and Belarusians (N=95; average age 40.25+7.37 years). Results. Both Belarusians and Russians highly estimated their capabilities and resources. Older people in both countries give a more negative assessment of the pandemic situation, while at the same time giving a higher assessment of their resources than young people. In self-isolation the intensity of fears decreases, the situation is assessed more positively, but the influence on physical activity and mental state increases. Global and personal fears dominate in the absence of self-isolation, while social fears dominate in the absence of self-isolation. There is a positive correlation between person’s capabilities and resources and the assessment of fears, the difficulties of the pandemic situation, and the degree of its impact on various aspects of life in the situation of self-isolation. Conclusions. Assessments of the pandemic situation complexity, the degree of its impact on various aspects of life, and fears are higher among the residents of Belarus, which may be explained by the lack of additional measures against the spread of coronavirus infection.

Приводятся результаты эмпирических исследований личностных ресурсов студентов в инклюзивной образовательной среде вуза, проводимых на кафе-дре психологии и педагогики дистанционного обучения ФДО МГППУ. Инклю-зивная образовательная среда вуза рассматривается как важный внешний фактор развития внутренних ресурсов студенчества в целом. Для понимания роли инклюзивной образовательной среды вуза как ресурса для развития жизнестойкости и самоактивации студентов с инвалидностью представлены результаты нескольких исследований, в которых приняли участие разные студенческие группы: 1) здоровые студенты и студенты с инвалидностью, обучающиеся совместно (N=54); 2) студенты с инвалидностью разного воз-раста и разных вузов (N=67); 3) студенты с инвалидностью (N=41), здоровые сверстники, обучающиеся совместно с ними (N=30), и группа студентов, не обучающихся в инклюзивной среде и имеющих слабые представления об инвалидности как таковой (N=47). Всего на разных этапах исследования при-няли участие 239 студентов, из них 135 -с инвалидностью и 104 студента -без инвалидности. Текст иллюстрирован высказываниями студентов, как с инвалидностью, так и здоровых, об особенностях инклюзивной среды в вузе.Ключевые слова: инклюзия, инклюзивное образование, инклюзивная об-разовательная среда вуза, жизнестойкость, самоактивация.* Айсмонтас Бронюс Броневич, кандидат педагогических наук, профессор, заведующий кафедрой психологии и педагогики дистанционного обучения, Московский государственный психолого-педаго-гический университет (ФГБОУ ВО МГППУ), Москва, Россия. E-mail: abronius@yandex.ru ** Одинцова Мария Антоновна, кандидат психологических наук, профессор кафедры психологии и педагогики дистанционного обучения, Московский государственный психолого-педагогический уни-верситет (ФГБОУ ВО МГППУ), Москва, Россия.

Рresents results of the self-activation the specialists’ (N=26) and secondary schools teachers (N=26), as well as orphans (N=50) and adolescents from families (N=50). The study was conducted during 2017 — 2018 years after the Resolution of the Russian Federation Government N 481 output about the orphan organizations activities, aimed at family life of children and the creation close to family conditions for orphans who are not transferred to the family for different reasons. It demanded of specialists engaged in orphans parenting to acquire such professional competencies that would contribute to the preparation for successful integration into society orphan graduates. These include the ability to self-activation. It’s demonstrated that parenting orphan adolescents specialists have less self-activating characteristics in comparison with secondary schools teachers. These differences are also typical for orphans with whom they work, in comparison with adolescents from families.

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.

The article deals with communicative abilities of children with severe speech impairments. Communicative difficulties of children with speech impairments make it difficult for a cognitive sphere and personality to develop. It describes the empirical study aimed at investigating the peculiarities of communicative abilities in pre-school children with severe speech impairments compared to normally developing peers. It has been established that children with speech impairments have retarded development of communicative actions during the organization and execution of cooperation, abilities for a partner dialogue with peers and communicative qualities of a personality. It has been shown that formed control over joint actions is important for developing communicative qualities of a personality in children with speech impairments, while sensitivity to the change of states and experiences of a partner in communication and interaction is important in pre-school children with normal development.