For more than twenty years now the system of education in Russia has been adopting the ideas of integrated schooling for children with limited abilities. The absence of positive outcomes has been confirmed by the results of numerous surveys (Malofeev 2007, 2011; Nazarova 1996, 2009). In this article, N. V. Liubavina writes that the time has now come to analyze the essential character of integrated schooling in Russia and to determine the causes of its failures in today's Russian society. In the recent past, in the sphere of education of children with developmental disabilities, the term "integration" is contrasted with the term "inclusion" and related terms such as "inclusive education," "an inclusive environment," and so on. In the opinion of R. Dimenshtein, the very word inclusion is terminologically a narrower term and concept than integration. "It follows from the dictionary definition that inclusion is a one-sided process that represents the way a person is "installed" in something (with an obvious nuance of coercion), the result of which is the presence of a "body" in some kind of environment that is "foreign' to it" (Dimenshtein 2009, p. 57). In the opinion of the present author, social inclusion ought to be seen as a process that leads to social integration, while integration itself should be viewed as the result of that process.