We compared two instructional models (co-teaching inclusion and solo-taught special education) for students with learning disabilities (LD) with regard to their effect on academic achievement and class attendance. Twelve inclusive classes (experimental group) and 13 special education classes (control group) participated in the study. In grade 1, there were eight inclusive classes and nine special education classes with a total of 353 students (195 without disabilities, 58 with LD in inclusion and 100 with LD in special education classes). The data were collected from academic tests. Although our results revealed no significant difference between the two models in terms of target population, objectives and assigned resources, significant differences were observed in the effects on student outcomes in reading/writing and on attendance, as the inclusion model was shown to be globally more effective compared with the special education setting.