At the present time, the idea of integrated education is one of the most widely discussed issues, in the pages of specialized publications, and among specialists who are involved in the teaching and upbringing of children with impaired development, and in the mass schools and special schools. Integration is seen as a way to enable a child with limited health abilities to attend a general education school with ordinary children. Effective organization of integrated education must necessarily include comprehensive work on the part of all specialists involved in the accommodation of special students, and moreover the coordination of the activity of the psychological, pedagogical, medical, and social services involved in helping children with limited abilities has to be implemented on a centralized basis. With this purpose in mind a Coordination Council was created under the Office of Education of the Administration of the City of Belgorod; in addition to providing organizational, methodological, and consultation assistance to accommodation specialists, the council facilitates the implementation of interdepartmental interaction relating to the comprehensive rehabilitation of these children. However, the key role in processes of integration is played by educational institutions that have accepted impaired children. This article presents the results of a survey which studied attitudes of administrators of educational institutions toward integration, as well as their readiness and resource potential for organizing the necessary accommodation of impaired students. The survey was participated in by administrators of mass schools and preschool educational institutions in the city of Belgorod, and also administrators of rural schools in Belgorod oblast that have small enrollments. A total of twenty-nine principals and thirty-seven vice principals of the city's schools were surveyed, along with fifteen principals of low-enrollment schools, and sixty-two heads and forty senior teachers in preschools of the city of Belgorod. The results revealed diverse attitudes to integration, with a slight tendency toward a positive attitude to this complex and ambivalent problem. A great deal of educational work will be needed, requiring mutual interaction with parents and children with limited abilities, in order to overcome any fears and barriers. (Contains 5 tables.) [This article was translated by Kim Braithwaite.]