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Abstract: The article briefly presents the historical aspect of the dynamics of the attitude of society and the state to people with developmental disabilities. The authors sought to compare and characterize the main types of education of people with special educational needs in the modern conditions of domestic education. Classification of different approaches to the study of the essential characteristics of training of persons with special educational needs is undertaken. The main trends in the development of inclusive education in Russia are revealed. The most common problems of the implementation of integrated learning in the educational establishements are identified. The authors come to the conclusion that the problem of the attitude of society and the state to people with disabilities was relevant at all stages of the functioning of the domestic education system. The development of inclusive education in Russia should be implemented gradually and be based on the planning and implementation of a system of consistent measures to ensure compliance with the requirements for the organization of this activity. A formal approach to this issue is unacceptable, which is expressed in the closure of special (correctional) institutions and in fact there is no alternative to the transfer of children with special educational needs to educational institutions of a General type. It is necessary to create the suitable conditions for the education of children with disabilities in the educational organization and to build an educational space so that it meets different needs of all students.