The research purpose is to analyze the formation and development of special education in Russia, as well as to summarize the current issues for specialists working with children with various health limitations. We analyze psychological and pedagogical literature and present the main stages of special education development in Russia and abroad. The presented works of scientists have had the most significant impact on the process of creating a special education system both around the world and in individual countries, including the Russian Federation. We consider current state and basic principles of inclusive education: main purpose and elements for successful work with children with disabilities. The research presents the current state of special education in Russia and the most important milestones in its history. The historical method and the analysis of scientific literature allow to identify works that have largely determined the directions of current research in various branches of special education (deaf pedagogy, blindness and education, special education, speech therapy). Approaches to solving the problems of supporting effective individual educational routes for children with disabilities are considered.

The profession of a teacher in modern conditions in our country is associated with a number of both positive aspects and professional difficulties. Among the most pressing problems, leading teachers point out: the constant transformation of the education system and the administrative requirements changing in this regard; the contradiction between the preservation of established pedagogical traditions and the need for constant introduction of innovations into pedagogical practice; the overload of reporting documentation, the need for constant personal growth and self-realization in the profession in combination with the threat of emotional burnout and professional deformation, the simultaneous focus of the teacher's activities on the provision of psychological and pedagogical influence on students and on reflection of their professional activities, weak socio-legal protection of the teacher from the arbitrariness of the administration of the educational institution and aggressive actions on the part of students and their parents. To date, the fact of existence and the high degree of severity of the personnel problem are officially recognized, the shortage of teachers, their high degree of overload, including bureaucratic work, the combination of diverse subjects in teaching is openly stated. Based on the above, the purpose of the study is: to analyze the reasons for the departure of teachers from the profession, in order to determine the socio-psychological factors contributing to the retention of teachers in the profession.

The problem of studying the ideas of responsible fatherhood in young people aged 18 to 25 years, who do not have their own children has been considered. An empirical study of the existing attitudes towards responsible paternity in young people at this age has been presented. Fatherhood as a dynamic, socio-cultural phenomenon, which has a clear image in every culture, as well as fixed in national traditions and ideas, has been revealed. A projective technique “Unfinished sentences” has been carried out to identify unconscious attitudes to fatherhood, reveal constructive and non-constructive components of these concepts. The aim of the study is to identify ideas about responsible fatherhood in young people in this age group.

In the modern conditions of fulfilling professional duties, the issue of studying the personal and professional qualities of specialists of the Ministry of Emergencies of Russia has a special importance. Today, issues related to the study of the specifics of the professional qualities of specialists of the Ministry of Emergencies of Russia within the framework of scientific issues of modern psychology are of increasing importance. This is due to a number of factors, both the need for a deeper study of the principles of the formation of special skills and abilities, professionally important personal qualities of specialists of the Ministry of Emergencies of Russia, and insufficient scientific development, which puts these issues among the most relevant. We carried out analytical understanding of psychological and pedagogical literature on the topic. The theoretical and methodological analysis of the reliability problem indicates that it is not considered as an independent problem and is not established in the traditionally existing systems of selection, training, support of specialists. We considered the structure of reliability in the context of professional and personal qualities of specialists of the Ministry of Emergencies of Russia working in conditions involving danger to life. We gave an analysis of factors affecting the professional and personal reliability of a specialist of the Russian Emergencies Ministry. Personal and professional reliability of a specialist of the Ministry of Emergencies of Russia is a characteristic of personal features and qualities that determine the stability of reference normative behavior by indicators of personal reliability in professional activity. At the same time, another important parameter of personal-professional reliability is the moral and moral qualities of the specialist, his spiritual and moral maturity. We presented the results of research on the study of personal and professional qualities conducted with specialists of the Ministry of Emergencies of Russia.