<![CDATA[Inclusive education in Indonesia still faces a gap between policy commitments and school practices, particularly related to teacher preparedness, limited resources, and stakeholder engagement. This study aims to evaluate the management of an inclusive education program in an elementary school by integrating the CIPP model. The study employed a qualitative evaluative design with a case study approach. Data analysis was conducted thematically using the CIPP framework and interpreted through a POAC lens. The results indicate that the program context is relatively supportive, with aligned policies and an inclusive school culture. Program inputs are adequate in terms of teacher commitment and curriculum flexibility, but remain limited in technical capacity, accessibility, and learning support. The implementation process has been quite effective through differentiated learning and peer support despite constraints on time and parental participation. The program’s output is evident in students’ socio-emotional development, while academic achievement has not been consistently documented. This study emphasizes the importance of strengthening individual planning, monitoring learning progress, teacher professional development, and partnerships.]]>
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