We propose an inclusion model for students with ASD referred to regular schools. The modified model based oפוסט חדשn Dunkin and Biddle (1974), consists of five interdependent elements: 1. Presage variables related to the included student; 2. Teaching context variables; 3. Content variables including the class curriculum and the adapted curriculum for the included student; 4. Process variables; 5. Product variables consisting of short-term and long-term effects on academic performance and social and behavioral skills and status. When combined together they provide the essential framework for establishing a successful inclusion as well as methodology for conducting formative and summative evaluation of the program. Practical recommendations for implementing the model are suggested, based on a our experience in the Israeli education system.
