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This article describes the development of the system of special schools and preschools Russia towards the deepening of differentiation in accordance with an important principle of modern pedagogy – the achievement of the highest possible individualization in education. Unfolded in recent years, the integration of disabled children into regular educational institutions, particularly in the form of inclusion, is directly opposite this principle of pedagogy and ignores the patterns of mental activity in disabled children. It is also amazing that the realization of this integration was brought in by non-experts, showing a lack of understanding of these laws/patterns: through the introduction of inclusion they ruined the inclusive education of children with impaired speech, who, studying in a regular school, had received speech therapy in school speech therapy centers. Data is provided on the 35 year long experience of implementing integration in the US and the 30 year experience in the UK. In both countries there is no consensus among experts on the feasibility of integration, especially in the form of inclusion. A disabled child in a regular school loses most of the funds and conditions, which provide special education, while he, wherever he studies, remains the object of special education. There is no conclusive research that would prove that even one of the claimed benefits of inclusion has been achieved. Moreover, increasing attention to the adaptation of textbooks convinces us that the basic idea of inclusion – the education of a disabled child in the same class with normally developing children, and the same curriculum and the same textbooks for most disabled children – is untenable.