Abstract
Efforts to evaluate inclusion have frequently focused on the efficacy of inclusive education as a service delivery model. Although this information has greatly enhanced the field's understanding of inclusion, a need exists for a comprehensive process to assist schools that embrace inclusion to evaluate their programs. This article reviews the literature on inclusive school program evaluations and proposes a model for evaluating inclusive schools. Key elements of the model are that it (1) includes stakeholders in the evaluation process through a participatory action research approach, (2) analyzes both program processes and outcomes, (3) uses multiple methods and measures, and (4) obtains perceptions from diverse stakeholder groups. Results from piloting the model are shared along with implications for the future role of program evaluation.
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