The personality development of adolescents with increased cognitive needs in university boarding schools has its own specifics. The formation of gymnasium identity occurs through the appropriation of social roles, norms, the formation of relationships, which determines the appearance of the integrity of goals, motives, life meanings and self-awareness of the individual. The condition for the formation of identity is what communities, activities, cultural practices a teenager is included in. The event environment is a tool for the formation of personal and social identity in the educational child-adult community.

The article is devoted to the topical topic of the formation of subjectivity in the implementation of a developed collective-conjugate (having a common goal, but different means for different participants) activity in a child-adult community. The specific features of reflexive types of activity — research, project activities, construction, organizational management, as well as strategizing as a mechanism for the formation of transcendental reflection on these types of reflexive activity — are analyzed and determined. The structure of the developed collectiveconjugate human activity as a synthesis of different types of reflexive activity is revealed. The need for a person to master these types of activities and ways of combining them at different stages of movement towards the goal for the formation of the highest level of his subjectivity — the subject of his own activity is substantiated.

The article examines two types of depersonalization in modern society and their connection with the problem of relationships. The tendency of self-removal or “face erasure” is shown through the prism of the concept of trace in modern French philosophy and the transformation of the representation of one’s own face in modern culture. The tendency of depersonalization of the other is presented in the light of the features of modern society as an illusory communicative society or, in the terminology of J. Baudrillard, the no-answer society. From the point of view of the two presented trends, the state of the modern culture of relations in the educational sphere is analyzed and a conclusion is made about the general trend of (de)personification and the need to return to understanding the relationship as a specifically human category associated with the concepts of person, connection and communication.

The article reveals the concept of a child-adult community, examines its significance for the upbringing of a special child in inclusive education, identifies the reasons why the formation of a child-adult community in an inclusive classroom may be difficult. The conditions that make it possible to form a community in an inclusive classroom are outlined: the formation of teachers’ psychological readiness to interact with a child with disabilities; the creation of a favorable psychological climate in the classroom, where students feel safe; the conduct of interesting and generally significant socio-cultural activities in the classroom; the organization of value-semantic interaction, which is built around the process of goal-setting, interesting for all topics, creative work, a common task. The authors cite the directions of teachers’ work on the formation of a childadult community, of which a child with developmental disabilities is a member.