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The article analyzes the development of inclusive education in Russia. Inclusive education is one of the most debated problems in modern education. This article defines the term “inclusive education”, delineates the difference between “integration” and “inclusion”, presents aims and values of inclusive education, proves the principles on which inclusion is based and examines the education policies currently implemented in Russia. The methodology is based upon the system-activity approach and Vygotsky’s cultural-historical perspectives. Comparative and categorical analyses, synthesis, observations and logical generalization are used during the study of the development of inclusive education. The inclusive approach is compared to the new policies that have been implemented over the last 10 years in education in Russia and have faced some obstacles. On one hand inclusive education brings all the conflicts and drawbacks that exist in the educational system into sharp focus. On the other hand it allows one to develop a strategy to overcome these drawbacks. The article highlights inclusive technologies that individualize the process of education and allow educators to effectively work with diverse particularities of children. These methods consist of: an organized, structured and open environment; team teaching methods, such as team education, tutoring, inter-pair education, practice interacting, arrangement of environment, group activities, direct instructions of social skills, development of social skills through peers, individual approach to the process of education and evaluation of children’s achievements, and involvement with the community; methods taken from the fields of Psychology, speech therapy, special education, applied behavioral analysis and neuropsychology. The use of these recommendation for improvement advances inclusive education and increases the efficacy of inclusive policy.