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Inclusion serves students with disabilities at least as well

For students with disabilities, inclusive placement in general-education settings is associated with academic and access outcomes at least equal to — and for some groups better than — segregated special-education settings, with no consistent harm to social-emotional outcomes or to classmates without disabilities; but the evidence is observational, heterogeneous, and confounded by selection, so effects are small and depend heavily on the quality and support of the setting rather than placement itself.