The relevance of the study is due to the tasks of inclusive education requiring creation of optimal conditions for social adaptation of learners in inclusive school, arrangement of psychological support of learners in coping difficult situations which they face in inclusive educational environment. The article is directed to study the ways using by adolescents for coping unfavorable situations in inclusive school, perception and evaluation of social resources of inclusive educational environment by pupils, their availability and demand for coping difficulties. The leading way in studying is a resource approach allowing to consider an effective coping of difficult situations by personality with the support of revealing and using environment resources as a main condition of social adaptation. In the study the following psychological techniques were used: Ways of coping critical situations Questionnaire, Psychological diagnostics of security of educational school environment, Multidimensional scale of social assistance perception. As a result, it was revealed that in coping difficulties physically challenged adolescents are oriented to search social assistance at the lack of proneness to problem analysis that makes threat of uncritical acceptance and passive consumption of the provided help by adolescent. Highly assessing social resources of school adolescents point out low opportunity to get help in choosing their own decision, in attention to their asks, insufficient capability in showing initiative, activity. They experience difficulties in using social resources of environment to cope difficulties. This is related as with custodial attitude of educators and peers, so with the lack of ability to request and accept social assistance constructively by physically challenged adolescents, with insufficient development of ability to provide and accumulate resources for coping difficulties in the environment. As application, the results can be used for providing psychological help to adolescents with difficulties of adaptation in inclusive school.

• Alehina, S. V. & Kutepova E. N. (2013) Organizacija inkljuzivnogo obrazovanija dlja detej s ogranichennymi vozmozhnostjami zdorov'ja. Moscow: MGPPU. 324p.
• Alehina S. V. &  Semago M. M. (2012) Sozdanie i aprobacija modeli psihologo-pedagogicheskogo soprovozhdenija inkljuzivnoj praktiki. Moscow: MGPPU. 154p.
• Alexandrova L. A., Lebedeva A. A. & Bobozhey V. V. (2014) Psychological resources of the personality and socio-psychological adaptation in the professional education of students with limited health capacities. Psychological Science and Education, 1, 50–67.
• Baeva I. A. (2006) Psihologicheskaja bezopasnost' obrazovatel'noj sredy shkoly. St.Petersburg: Rech', 105‑118.
• Bond R., & Castagnera E. (2006) Peer supports and inclusive education. Theory Into Practice, 45(3), 328-243.
• De Boer A., Pijl S.J., & Minnaert A. (2011) Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature. International Journal of Inclusive Education, 15(3), 331–353.
• Cagran B., & Schmidt M. (2011) Attitudes of Slovene teachers towards the inclusion of pupils with different types of special needs in primary school. Educational Studies, 37(2), 171–195.
• Goncharova S. S. (2005) Procedura sozdanija oprosnika «Sposoby preodolenija negativnyh situacij»: psihometricheskaja ocenka i standartizacija. Psihologicheskij zhurnal, 3(7), 56-68.
• Kalinina N. V. (2014) Social and psychological difficulties of adaptation with the schoolchildren in inclusive educational environment. Izvestija Saratovskogo universiteta. Serija Akmeologija obrazovanija, psihologija razvitija, 4(12), 355-358.
• Koster M., Timmerman M. E., Nakken H., Pijl S. J. & van Houten E. J. (2009) Evaluating Social Participation of Pupils with Special Needs in Regular Primary Schools. European Journal of Psychological Assessment, 25(4), 213-222.
• Lazarus, R. S. & Folkman S. (1984) Stress, Appraisal, and Coping. New York: Springer. 234p.
• Leontyev, D. A, Aleksandrova L. A & Lebedeva A. A. (2011) The specificity of resources and mechanisms of psychological stability of students with disabilities in terms of inclusive education. Psychological Science and Education, 3, 80–94.
• Madriaga M., Hanson K., Heaton C., Kay H., Newitt S., & Walker A. (2010) Confronting similar challenges? Studies in Higher Education, 35(6), 647–658.
• Malecki C. & Demaray M. (2002) Measuring perceived social support. Psychology in the schools, 39(1), 87-92.
• Sakhieva, R.G., Semenova, L.V., Muskhanova, I.V., Yakhyaeva, A.Kh., Iskhakova, R.R., Makarova, E.V. & Shafigullina, L.Sh. (2015). Academic mobility of high school students: concept, principles, structural components and stages of implementation. Journal of Sustainable Development, 8 (3), 256-262.
• Sirota N. A, Yaltonski V. M. & Likova N. M. (2002) Issledovanie bazisnyh koping-strategij podrostkov 11–12 let iz neblagopoluchnoj i blagopoluchnoj sredy. Мoscow: Med 81p.
• Schmidt M. & Cagran B. (2006) Classroom climate in regular primary school settings with children with special needs. Educational Studies, 32(4), 361–372.
• Scorgie K. A (2010) Powerful glimpse from across the table: reflections on a virtual parenting exercise. International Journal of Inclusive Education, 14(7), 697–708.
• Wendelborg С. & Tossebro J. (2011) Educational arrangements and social participation with peers amongst children with disabilities in regular schools. International Journal of Inclusive Education, 15(5), 212-221.

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.