Abstract: The subject of the study is a pilot mechanism of psychological and pedagogical support of students with limited health opportunities under the conditions of university training established by the author, which suggests multistage psychological and pedagogical support of a student with limited health opportunities, from school to graduation, and includes interaction with secondary schools on information cooperation and detection of students with limited health opportunities, control of their admission to university and creation of adaptive educational resources; creation of a health care center for medical support for students, creation of accessible social environment by inclusion of students with limited health opportunities in extracurricular activities, programs, events and etc., psychological and pedagogical work with students, aimed at formation of tolerance and acceptance; work with teachers through the organization of refresher courses on inclusive education. In this work the following principles of scientific and methodological approaches are used: systemic, activity-based, structural, personality-oriented. The methods of analysis and comparing, and also a modeling method are used. The key result of the research is the development of a complex mechanism of psychological and pedagogical support of students with limited health opportunities and its approbation in the system of higher education, which expands the psychological and pedagogical methodological base of education of students with limited health opportunities, deepens the understanding of inclusive education problems, through complex interaction between informational, medical, cultural, pedagogical, and educational university structures.

Abstract: The subject of the research is the relationshp between value systems and psychological adaptation mechanisms of students. The research involved 5-year students of the Siberian Federal University. The researchers have discovered that the state of psychological disadaptation causes students lose their focus on life values and reduces prospects for personal development. Maladjusted respondents were focused on their health (vital needs) and excluded from the cultural life ignoring meta values (learning and creative self-realisation). There were no significant differences between values of students with low and high levels of adaptability. However, the greater part of adapated students tend to choose 'professional and personal growth' as an important life value. The main research methods were psychological tests such as Rokeach Value Survey, Mental State Self-Assessment (after Hans Eysenk), and Depression Scale (adapted by G. Balashova). The results of the research prove that there is a relationship between value system and psychological adaptation mechanisms. In general, both groups of respondents (adapated and disadapted students) choose similar terminal values (health), however, there are significant differences in their choice of instrumental values.