{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,25]],"date-time":"2026-09-25T08:11:17Z","timestamp":1790323877975,"version":"4.1.0"},"reference-count":76,"publisher":"Public Library of Science (PLoS)","issue":"7","license":[{"start":{"date-parts":[[2022,7,6]],"date-time":"2022-07-06T00:00:00Z","timestamp":1657065600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100004281","name":"Narodowe Centrum Nauki","doi-asserted-by":"publisher","award":["UMO- 2012\/07\/B\/HS6\/01434"],"award-info":[{"award-number":["UMO- 2012\/07\/B\/HS6\/01434"]}],"id":[{"id":"10.13039\/501100004281","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["www.plosone.org"],"crossmark-restriction":false},"short-container-title":["PLoS ONE"],"abstract":"<jats:p>The main aim of the study, conducted in Poland, was to compare the academic achievement of 1552 (at Time 1) students without disabilities in three educational settings: general, without students with disabilities, inclusive (with co-teaching), with three to five students with disabilities, and inclusive (without co-teaching), with one to two students with disabilities. The study was longitudinal, with three waves eight months apart. The latent growth curve model was used for data analysis. The results have shown that changes in academic achievement (for language and for mathematics) over time were similar in all three groups; therefore, there were no differences between inclusive education (of the two types) and general education classrooms. These results mean that students neither lose nor benefit while learning in inclusive education classrooms. The findings are in line with the results of previous meta-analyses and are important for the future development of inclusive education.<\/jats:p>","DOI":"10.1371\/journal.pone.0270124","type":"journal-article","created":{"date-parts":[[2022,7,6]],"date-time":"2022-07-06T17:25:42Z","timestamp":1657128342000},"page":"e0270124","update-policy":"https:\/\/doi.org\/10.1371\/journal.pone.corrections_policy","source":"Crossref","is-referenced-by-count":29,"title":["Academic achievement of students without special educational needs and disabilities in inclusive education\u2013Does the type of inclusion matter?"],"prefix":"10.1371","volume":"17","author":[{"ORCID":"https:\/\/orcid.org\/0000-0003-3060-5118","authenticated-orcid":true,"given":"Grzegorz","family":"Szumski","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Joanna","family":"Smogorzewska","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9790-3772","authenticated-orcid":true,"given":"Pawe\u0142","family":"Grygiel","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"340","published-online":{"date-parts":[[2022,7,6]]},"reference":[{"key":"pone.0270124.ref001","doi-asserted-by":"crossref","first-page":"1277","DOI":"10.1080\/13603116.2018.1445304","article-title":"International perspectives and trends in research on inclusive education: a systematic review","volume":"23","author":"AM Amor","year":"2019","journal-title":"Int J Incl Educ"},{"key":"pone.0270124.ref002","doi-asserted-by":"crossref","first-page":"265","DOI":"10.1080\/08856257.2014.933545","article-title":"Conceptual diversities and empirical shortcomings\u2013a critical analysis o research on inclusive education.","volume":"29","author":"K G\u00f6ransson","year":"2014","journal-title":"Eur J Spec Needs Educ"},{"key":"pone.0270124.ref003","doi-asserted-by":"crossref","first-page":"33","DOI":"10.1016\/j.edurev.2017.02.004","article-title":"Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis.","volume":"21","author":"G Szumski","year":"2017","journal-title":"Educ Res Rev"},{"key":"pone.0270124.ref004","doi-asserted-by":"crossref","first-page":"149","DOI":"10.4135\/9781446282236.n11","volume-title":"The Sage handbook of special education","author":"R Opertti","year":"2014"},{"key":"pone.0270124.ref005","doi-asserted-by":"crossref","first-page":"16","DOI":"10.3390\/educsci11010016","article-title":"Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature","volume":"11","author":"Kart Ch","year":"2021","journal-title":"Education Sciences"},{"key":"pone.0270124.ref006","doi-asserted-by":"crossref","first-page":"67","DOI":"10.1016\/j.edurev.2009.02.002","article-title":"Effects of inclusion on students with and without special educational needs reviewed.","volume":"4","author":"NM Ruijs","year":"2009","journal-title":"Educ Res Rev"},{"key":"pone.0270124.ref007","doi-asserted-by":"crossref","first-page":"435","DOI":"10.1080\/00131911.2010.486476","article-title":"The impact of teaching assistants on improving pupils\u2019 academic achievement in mainstream schools: a review of the literature.","volume":"62","author":"P Farrell","year":"2010","journal-title":"Educ Rev"},{"key":"pone.0270124.ref008","doi-asserted-by":"crossref","first-page":"437","DOI":"10.1080\/08856257.2017.1295638","article-title":"What is meant by inclusion? 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