Context Matters: Exploring relations between inclusion and reading achievement of students without disabilities

In this article, I examine relations between inclusion‐related variables and reading achievement of students without disabilities, using a nationally representative dataset of Grade 3 students in the United States (U.S.). Controlling for background variables, inclusion—with few exceptions—appears to make no difference in the reading achievement of non‐disabled students. For example, for non‐disabled students who are educated in classes that include students with autism or emotional disturbance, those who have an aide in their classroom outperform their peers in classes that do not have an aide, as well as non‐disabled students in non‐inclusive classrooms. Findings from this study might alleviate, and place into context, concerns about possible negative impacts on academic achievement of non‐disabled students in general education classrooms that include students with disabilities.