Using a newly developed Assessment of the Development of Russian Language (ORRIA), we investigated differences in language development between rural vs. urban Russian-speaking children (n = 100 with a mean age of 6.75) subdivided into groups with and without developmental language disorders. Using classical test theory and item response theory approaches, we found that while ORRIA displayed overall satisfactory psychometric properties, several of its items showed differential item functioning favoring rural children, and several others favoring urban children. After the removal of these items, rural children significantly underperformed on ORRIA compared to urban children. The urbanization factor did not significantly interact with language group. We discuss the latter finding in the context of the multiple additive risk factors for language development and emphasize the need for future studies of the mechanisms that underlie these influences and the implications of these findings for our understanding of the etiological architecture of children's language development.

An urgent problem of the world community is the inclusion of people with disabilities in the real life of society and the state. Purpose of the article is to reveal the role of tutor and to show the importance of inclusive education in modern society. Inclusive education is one of the directions of the organization of an inclusive society that is socially and politically developed, safe, harmonious, substantial. Inclusive education is a process of development of general education, which implies access to education for all, including people with disabilities. At the heart of inclusive education is an ideology that promotes the elimination of any discrimination against persons with disabilities and ensures equal treatment for all people. Inclusive education is characterized by special requirements for professional and personal training of the teacher. The effectiveness of inclusive education depends on psychological and pedagogical support of students with disabilities. The tutor can act as a link, to ensure the coordination of teachers, special teachers, psychologists, various specialists at any stage of the educational process. Tutor support is a necessary condition for achieving quality education for children with disabilities. The profession of a tutor in this situation is of particular importance. Tutor support is one of the necessary and important conditions for quality education for a large category of students with disabilities. Tutor activity in the situation of inclusive education will contribute to a more successful solution of their adaptation in modern society.

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The results of an experimental study of the combined enamelling technique are presented – enamel with enamel granulation. Original enamel inserts, decorated with enamel granules of various colours and sizes, were obtained, the use of which expands the possibilities of decorative enamelling. It is shown that different degrees of fusion of the enamel grain on the prepared base gives different artistic effects. Spherical grains, qualitatively adhered to the enamel ground, give a more explicit, spectacular relief; focus on specific elements of the pictorial composition. Melted hemispherical grains give a light texture to the composition, support and complement the enamel painting. Recommendations are given on the formation of granulation, preparation of enamel soil, drawing of details, firing temperatures of enamels to obtain high-quality granulation and colourful artistic composition, as well as other technological and design aspects of the decorating process.