When exploring the achievement of students with disabilities (SWDs) in today's educational context of standards-based reform, scholars typically debate the merits and disadvantages of including SWDs in general education classrooms. Yet these debates in the fields of special education, policy implementation, and standards-based reform are largely silent on the inequitable issues of implicit biases (both systemic and individual) against SWDs who also identify as low-income students of color, particularly in urban classrooms, and how these biases may mitigate the effects of inclusion and differentiation. In this commentary, we contribute to these debates by arguing for an equity-oriented reconceptualization of inclusive and differentiation practices in standards-based classrooms.