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This evaluation study aims to determine the effectiveness of implementing school curriculum modification of inclusive education providers of primary schools in the city of Banjarmasin. Evaluation uses the CIPP model (context, input, process, product). Data were analyzed using qualitative descriptive techniques, developed by Glickman with quadrant type. Research findings showed that the implementation of curriculum modification is positioned in quadrant IV (less effective) seen from differentiated curriculum indicators (), containing social aspect (+ ) , takes a social attitude (+ ), curriculum flexibility (+ -). There is only one variable which gives effective contribution (positive) in each component. Most indicators contribute less effectively (negatively). Keywords—evaluation; curriculum modification; inclusive school

Evaluation of Curriculum Implementation and Curriculum Modifications in Inclusive Schools