A Disability Rights in Education Model for evaluating inclusive education

Susan Peters, C. Johnstone, P. Ferguson

Research output: Contribution to journalArticlepeer-review

41 Scopus citations


Current models for evaluating inclusive education programs tend to examine surface-level stricture of day-to-day practices in the organization and operation of schools and also lack significant input from disabled people. In response, the authors have developed a DRE Model to understand and evaluate effective Inclusive Education that is derived from reports of international consumer organizations such as Disabled People's International, Inclusion International, and the World Institute on Disability. The DRE Model draws from the interdisciplinary field of disability studies and is based on the philosophy that disability must be approached in its full social dimension as one of the central elements in every culture's response to the full range of human difference. Conceptually, the DRE Model allows people to look at developments in Inclusive Education across widely disparate local and international contexts. An inclusive education project in Lesotho is described and analysed to explain the DRE Model's dynamic processes more concretely, and to demonstrate its potential utility for evaluation and future planning.

Original languageEnglish (US)
Pages (from-to)139-160
Number of pages22
JournalInternational Journal of Inclusive Education
Issue number2
StatePublished - 2005


Dive into the research topics of 'A Disability Rights in Education Model for evaluating inclusive education'. Together they form a unique fingerprint.

Cite this