INKLUSI: Journal of Disability Studies Vol. V, No. 2, Juli-Desember 2018, h. 179-194 DOI: 10.14421/ijds.050202 Evaluasi Program Pembelajaran di PAUD Inklusi dengan Model Context, Input, Process, and Product (CIPP) SUBAR JUNANTO, NUR ARINI ASMAUL KUSNA IAIN Surakarta subarjunanto82@gmail.com Abstract The Context, Input, Process, and Product (CIPP) evaluation model is commonly used to evaluate a program, including a learning program. This study aimed at assessing the implementation of the learning program in Inclusive Early Childhood Education (PAUD) using the CIPP model. This is a qualitative study at the Lazuardi Kamila GIS Surakarta Pre-kindergarten and Kindergarten. Data are collected through observation and interviews. The finding of the context evaluation showed that in the planning, the therapist and the teacher coordinated to determine the material. The input evaluation showed the availability of necessary facilities provided by the school. In the process evaluation showed that children with disabilities were educated in the same class and curriculum with other students and curriculum; only their assessment was made different as reflected in the IEP (Individualized Education Program). Product evaluation showed that Pra TK-TK Lazuardi Kamila GIS Surakarta has provided an inclusive education. Keywords: Context, Input, Process, and Product (CIPP) evaluation; inclusive education; Lazuardi Kamila GIS Surakarta.