The goal of this review is to examine the educational outcomes of inclusion for students with and without developmental disabilities in the early grades, including studies that have measured both traditional academic outcomes (e.g. literacy, mathematics, etc.) and non-academic skill development in areas such as basic life skills (e.g. communication, motor skills, functional life skills). We also review the research literature related to teaching techniques and educational contexts that have been found to promote effective inclusion (i.e., to provide optimal learning for all students, both with and without developmental disabilities).