In recent years, the scientific attention to problems of children's disability has considerably increased due to several circumstances. The development of inclusive education in Russia is the imperative of the time and the obligation of a social state, which, being a member of the UN, has undertaken a number of obligations in relation to disabled children. The successful implementation of these obligations depends on not only the state, but also on a position of society in relation to people with special needs in general and to education of disabled children, in particular. The idea of co-education of disabled children and healthy children meets objections based on the lack of conditions for its implementation: material, organisational, financial, mentality of the population and pedagogical workers. In this work, we have focused on physically challenged children with safe intelligence. Among all disabled children, a special group is made up by children with safe intelligence whose socialisation possibilities are also limited. In addition, this category has a defect that is 'visible' to people around them, and this forces society to separate itself from the problems and from communication with disabled people.