A Framework for Evaluating Inclusive School Programs for Primary Students with Language and Learning Disabilities

In this paper, a framework for evaluating inclusive school environments for students with language and learning disabilities is described. The framework for this evaluation is based on a sociocultural perspective with an emphasis on evaluating program adaptability, opportunities to communicate orally, and access to higher order cognitive tasks and content. The framework is applied in a case study of an inclusion program in an urban elementary school.