This report documents an evaluation study of the Yellowstone (Alberta) school district's program of full integration of students with disabilities (from 1986-1991). The executive summary highlights the historical context, the implementation process, and program outcomes and impacts. The study's limitations are listed and recommendations are made for the development of a secondary model for integration. An introductory chapter reviews the development of the full integration program and the evaluation study. Chapter 2 provides a contextual framework by examining the literature on educational change in schools and by reviewing integration from the perspective of system-level change, of administrators, teachers, students, and parents. Chapter 3 gives an overview of the research methods used in this study including individual student analyses, case studies of specific schools, and a district wide survey. The fourth chapter is a chronological review of the development of the integration concept from the perspective of Yellowhead's senior administrators. Chapter 5 presents a series of case studies which describe the change process at six Yellowhead schools. Chapter 6 presents the results of a district wide survey of all school based staff (274 returned surveys) on perceptions and attitudes concerning integration. Chapter 7 provides the results of an assessment of students' academic and social emotional behavioral adjustment in the six case study schools. Chapter 8 reports on interviews conducted with 47 parents concerning integration. Finally, Chapter 9 reviews the findings and presents recommendations. Appendices present Yellowhead policies, detailed survey results, and interview protocols. (48 references) (DB)