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This study examined relationships between teachers' perceptions of inclusion and their teaching practices, and their impact on student outcomes among 180 students in 15 grade 3 and 5 inclusive classrooms. Standardized student self-reports and assessments alongside direct classroom observations and teacher self-reports provided potential data triangulation. Hierarchical Linear Modeling (HLM) analyses suggested that classroom-level shared variance in several student outcome variables for both reading attainment and social-emotional domains were predicted by teachers' practices and attitudes towards inclusion after controlling for baselines and grade levels. The results suggest inclusive teacher attitudes and practices may influence trajectories of student attainment and well-being.

This study explored the responsiveness of children at risk of reading problems in Year 1 to a phonics intervention delivered by teaching assistants (TAs). Based on their non‐word decoding skills in the immediate post‐tests, 74 children were clustered together at the high end as ‘treatment responders’ (n = 49) and at the low end as ‘treatment non‐responders’ (n = 25) and were followed up at the end of Key Stage 1, 16 months after the intervention finished. The treatment‐responder group was superior in all areas of rated attainment and, unlike the non‐responders, achieved national averages in most teacher ratings of attainment. These results suggest that experienced TAs can help two out of three children at risk of reading difficulties.

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