Sermier Dessemontet, RachelRachelSermier DessemontetBless, GérardGérardBless2018-05-312018-05-3120131366-8250http://hdl.handle.net/20.500.12162/1099Background This study aimed at assessing the impact of including children with intellectual disability (ID) in general education classrooms with support on the academic achievement of their low-, average-, and high-achieving peers without disability. Method A quasi-experimental study was conducted with an experimental group of 202 pupils from classrooms with an included child with mild or moderate ID, and a control group of 202 pupils from classrooms with no included children with special educational needs (matched pairs sample). The progress of these 2 groups in their academic achievement was compared over a period of 1 school year. Results No signifi cant difference was found in the progress of the low-, average-, or high-achieving pupils from classrooms with or without inclusion. Conclusions The results suggest that including children with ID in primary general education classrooms with support does not have a negative impact on the progress of pupils without disability.enType de référence::Article dans une revue scientifique1469-9532