Conceptual and methodological difficulties confound comparative studies of the inclusive agenda for persons with disabilities. This paper, based on the authors' previous analyses of various aspects of inclusive schooling in international contexts, introduces a model to assist in the observation and analysis of the subtle and multi-aspect phenomena of inclusive schooling in its varied manifestations. With attention to inclusive schooling's premises, progress, implementation, and impact around the world, the model details five interlocking areas: core philosophy; dimensions of time; cultural parameters; school transformation; and policy and outcomes. These five parameters are best viewed as a set of intermeshed, overlapping, and embedded dimensions. Factors salient to comparative analyses are outlined in the paper; brief examples from national agendas add nuances to the discussion.

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